This presentation explores care as a co-creative, inquiry-driven, and co-caring practice rooted in care ethics (Tronto, 1993; de la Bellacasa, 2011) and pragmatist philosophy (Dewey, 1916, 1934). It highlights attentiveness, responsibility, and responsivity as foundational principles for fostering organizational education that is responsive to uncertainty and complexity. Reconceptualized as more than an interpersonal ethic, care becomes a dynamic, co-caring process that transforms tensions and uncertainties into opportunities for organizational learning and growth. The concept of “co-caring inquiry”, involving "caring imagination", is introduced as a future-oriented, aesthetic capacity that enables individuals and organizations to collaboratively envision and navigate new pathways forward. By integrating embodied inquiry and aesthetic appreciation, learning is framed as a co-caring habit that interweaves individual and collective practices to address the needs of oneself, others, and the surrounding world. The presentation explores the dual dimensions of co-caring inquiry: how organizations and individuals collectively take in the uncertainties of the world and respond, and how they outwardly contribute to shaping caring and transformative futures. This care-ethical lens offers a framework for rethinking organizational practices as performative acts of care that not only address immediate challenges but also cultivate ethical and relational cultures capable of long-term adaptation. Drawing on empirical research conducted with a Danish municipal elderly care department and a vocational school specializing in care work training, the presentation illustrates how learning, uncertainty, and inquiry intersect in practice. Using methods such as shadowing daily work routines (McDonald & Simpson, 2014) and facilitating research labs with diverse stakeholders, the study reveals how co-caring practices enable organizations to embrace uncertainty as a catalyst for collaborative, creative, and caring practices that foster learning and growth. By positioning care as a co-caring, inquiry-driven, embodied, and relational practice, this presentation seeks to inspire new approaches to organizational education that nurture creativity, transformation, and collective responsibility in addressing present and future challenges. Symposium participants are invited to rethink organizational practices as performative acts of care that shape not only the objects of inquiry but also the ethical landscapes in which organizations operate.

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