Aesthetic Knowing: Aesthetics in nursing encompasses understanding and applying knowledge gained through experience and comprehension of health and illness. This knowledge enables individuals to effectively perform the necessary skills in providing care. In nursing, objective and subjective data are carefully observed and analyzed to ensure the delivery of compassionate and skillful care through the lens of aesthetics. The art of aesthetics in nursing involves a harmonious blend of expertise, experience, and empathetic understanding of the patient's situation, fostering a caring and nurturing relationship between the nurse and the patient (Chinn & Kramer, 2022). Emancipatory Knowing: Understanding the intricate fabric of cultural and social …show more content…
This knowledge is rooted in research and evidence-based practice and involves applying the assessment skills inherent in the nursing process. Crucially, empirical knowledge hinges on the ability to discern objective information from the knowledge acquired through these processes. Ethical Knowing: In nursing, making decisions based on what is best for the patient in a given situation and being mindful of the impact of those choices is considered ethical nursing (Chinn & Kramer, 2022). Upholding the moral and ethical standards of nursing while actively promoting the well-being of patients is not just an integral aspect of a nurse's role, but also a profound responsibility. This commitment to ethical decision-making sets nursing apart as a profession of care and compassion. Personal Knowing: Understanding personal knowing involves delving into one's inner self, reflecting on personal experiences, and using this self-awareness to form meaningful connections with others. We engage in personal knowing when we share our experiences amid specific interactions (Chinn & Kramer, 2022). This process fosters a deep understanding of oneself and contributes to personal growth and a sense of completeness. Others will likely admire and value this personal growth, fostering a sense of connection and …show more content…
Aesthetic knowing relates to our sensory and intuitive understanding of the world, often associated with art, beauty, and emotional experiences. On the other hand, empiric knowing pertains to the knowledge gained through direct observation, experimentation, and evidence-based reasoning. When we apply these ways of knowing to understand and care for a person, aesthetic knowing allows us to appreciate the subjective and emotional aspects of their experience. In contrast, empiric knowing helps us gather objective data and evidence to comprehend their circumstances. Both forms of knowing are shaped by our lifetime of learning and enable us to assess and address the needs and challenges of the person we care for holistically and comprehensively. The amalgamation of practical experience and active involvement contributes significantly to the creative facet of aesthetic comprehension. Concrete and scientific knowledge acquired from verifiable facts and evidence-based practice is intricately linked to empirical comprehension. Fears and anxieties experienced by patients in a clinical setting are identified as part of aesthetic comprehension, while upholding a sterile environment in the operating room is deemed an essential component of empirical comprehension. Despite their disparities and likenesses, both aesthetic and empirical comprehension play indispensable roles in nursing
our heart’s eye, blocks out God. Whatever the escape motive, the idol has to be ID’ed and then removed. Packer helps us to shed idolatrous thoughts by knowing God more thoroughly and he does this with quite a broad support of the Christian community. Conclusion Saints should all be encouraged and their hearts moved by Packer’s work in Knowing God. One of Spurgeon’s sermon excerpts (Spurgeon, 2010) captures part of what Packer wishes to give us in the grand scale of God’s majesty and holiness
Nursing is a profession that not only is practical in nature, but also theoretical. At the foundation of our practice are theories that guide ways of knowing and problem solving in our professional practice. There are multiple ways of knowing, including personal knowing, ethics, aesthetics, and empirics, which help nurses to reflect upon their care and guide their next steps into giving the best possible care. Through these, it is evident that the nursing profession provides a significant impact
Upon first reading the article Unreconciled Inconsistencies by Bekemeier and Butterfield (2005), I was initially given the impression the authors felt critically toward the structure of modern nursing. The article at times seemed to down play the importance of placing emphasis on individualized care; the authors went as far as to accuse some contemporary code of ethics which do highlight individual care as “thinking small” (Bekemeier & Butterfield, 2005). However after completing the article and
facilitator or resource person, "and does not engage in challenging or questioning what learners say about their needs" (ibid., p. 12). Emancipatory adult learning-The goal of emancipatory learning is to free learners from the forces that limit their options and control over their lives, forces that they have taken for granted or seen as beyond their control. Emancipatory learning results in transformations of learner perspectives through critical reflection (Mezirow 1991). The educator plays an active
research with marginalized population/ teaching marginalized students. The question I keep on visiting are do the teachers really have resources (time, effort, material) to cultivate transformative pedagogy/audacious hope? Can we really foster emancipatory education in classroom when our lives are shaped by political forces? Lastly I have taken this course material and pedagogy to my heart as I identify myself as a multicultural educator. I have been searching for articles and books related my
one of them. This field can not be “just a job”. Over the years I have learned many do’s and do not’s. The different aspects of knowing have guided me along the way. A great nurse needs to be able to recognize what is known and what limitations, or unknowing exists. There are a couple aspects of knowing that have tipped the scale a little more than
Aesthetic knowing is gained through knowledge and experience. In school, we learn about nursing by textbook and lectures, but in life we gain experiences through our patients and other nurses. Aesthetic as described by Oettinger is “situations and humans, while alike in general and predictable ways, remain unique and different. (Chinn & Kramer, 2015) According to Butts and Chinn (2015), aesthetic knowing in nursing is expressed by transformative art and acts
Carper’s (1978) pivotal work of identifying nursing’s ways of knowing was a seminal work that laid the foundation for further analysis. Her ways of knowing have identified methods that have allowed the nursing discipline to further its own knowledge as well as the profession. Two other ways of knowing have emerged, Munall’s (1993) “unknowing” pattern; and also sociopolitical knowing by Zander (2011, p. 9) or emancipatory pattern (Chinn & Kramer, 2011, p. 5). Here these patterns are discussed through
about, and most debated theories of education (Taylor, 2007). Mezirow’s psychocritical view, though largely uncontested in the past, has now produced a panoply of alternative views including, the phychoanalytic, the psychodevelopmental, the social emancipatory, the neurobiological, the cultural-spiritual, the race-centric, and the planetary views (Taylor, 2008). Meaning What is transformative learning? Mezirow’s original study in 1978 concluded that perspective transformation was the primary learning
patterns of knowledge were first identified by Barbara Carper (1978), and included empirical, personal, ethical, and aesthetic knowing. According to Zander (2007), Carper sought to develop a holistic, individualistic, therapeutic model of practice which could be utilized to structure nursing education, and evaluate nursing practice. The addition of emancipatory knowing by Chinn and Kramer followed in 2008. These patterns of knowledge have shown to be very beneficial, if not crucial to the nursing
As with other professions, early childhood educators can have set views and beliefs that underpin their work and determine what they actually do in practice. Critical theory questions these often taken for granted beliefs about practice prompting teachers to think about whose knowledge is assumed and how this shapes the early childhood curriculum. Questions about how children’s rights are being upheld, as well as their agency are considered important. Critical theories assist educator’s to expose
In the book, “Jesus and the Disinherited,” the author, Howard Thurman in chapter five expounds on “Love.” Moreover, Thurman, a black man in the early 1900, with the ultimate goal to offer a humanizing combination as the basis for an emancipatory way of being, moving toward an unchained life to all women and men everywhere who hunger, thirst for righteousness, especially those “who stand with their backs against the wall.” By the same token, Thurman experienced “Fear,” “Deception,” and
unique to that specific culture; it also plays an important role in defining the identity of the community. Similarly, since IK has developed over the centuries of experimentation on how to adapt to local conditions. That is Indigenous ways of knowing informs their ways of being. Accordingly IK is integrated and driven from multiple sources; traditional teachings, empirical observations and revelations handed down generations. Under IK, language, gestures and cultural codes are in harmony. Similarly
Teaching Critical Reflection The ability to reflect critically on one’s experience, integrate knowledge gained from experience with knowledge possessed, and take action on insights is considered by some adult educators to be a distinguishing feature of the adult learner (Brookfield 1998; Ecclestone 1996; Mezirow 1991). Critical reflection is the process by which adults identify the assumptions governing their actions, locate the historical and cultural origins of the assumptions, question the
experience through the eyes of people in their lived situations (Weaver & Olson, 2006). The interpretive paradigm supports holistic nursing practice and “embraces esthetic, ethical and personal knowledge inherent in nursing which are patterns of knowing” essential to nursing practice (Carper 2012; Monti & Tingen, 1999 pp. 71). The contribution to nursing is essential within this paradigm as it looks at subjective experience instead of objective