Overcoming Descartes' representational view of the mind in nursing pedagogies, curricula and testing.

IF 2.6 3区医学 Q1 NURSING

Nursing Philosophy Pub Date : 2022-10-01 Epub Date: 2022-09-13 DOI:10.1111/nup.12411

Patricia Benner

引用次数: 1

Abstract

Currently, Nursing Education draws on a commonly taken-for-granted folk psychology of a representational view of how the mind works and how human beings learn. Descartes' representational view of the mind strongly influences pedagogies, theories of learning, curricula, and approaches to testing nursing knowledge and more broadly in academia. A representational view of the mind holds that perception occurs in the mind only through representations in the mind through ideas, concepts, templates and schema. Situated, embodied, and socially embedded cognition is presented as a counter view to a representational view of the mind.

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克服笛卡儿在护理教学、课程和测试中的表征观点。

目前，护理教育借鉴了一种通常被认为理所当然的民间心理学的代表性观点，即思想是如何工作的，人类是如何学习的。笛卡尔对心灵的表征性观点强烈地影响了教学方法、学习理论、课程和测试护理知识的方法，并更广泛地影响了学术界。表征性思维观点认为，知觉只能通过思想、概念、模板和图式等表征在头脑中产生。情境认知、具身认知和社会嵌入认知是与表征性心智观相反的观点。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Nursing Philosophy NURSING-

CiteScore

4.80

自引率

9.10%

发文量

审稿时长

>12 weeks

期刊介绍： Nursing Philosophy provides a forum for discussion of philosophical issues in nursing. These focus on questions relating to the nature of nursing and to the phenomena of key relevance to it. For example, any understanding of what nursing is presupposes some conception of just what nurses are trying to do when they nurse. But what are the ends of nursing? Are they to promote health, prevent disease, promote well-being, enhance autonomy, relieve suffering, or some combination of these? How are these ends are to be met? What kind of knowledge is needed in order to nurse? Practical, theoretical, aesthetic, moral, political, ''intuitive'' or some other? Papers that explore other aspects of philosophical enquiry and analysis of relevance to nursing (and any other healthcare or social care activity) are also welcome and might include, but not be limited to, critical discussions of the work of nurse theorists who have advanced philosophical claims (e.g., Benner, Benner and Wrubel, Carper, Schrok, Watson, Parse and so on) as well as critical engagement with philosophers (e.g., Heidegger, Husserl, Kuhn, Polanyi, Taylor, MacIntyre and so on) whose work informs health care in general and nursing in particular.