Phenomenology and Practice最新文献_第7页

Making contact: Experiences from the weight loss surgical clinic 接触:减肥外科诊所的经验

Phenomenology and Practice Pub Date : 2013-07-11 DOI: 10.29173/PANDPR20103

N. Glenn

{"title":"Making contact: Experiences from the weight loss surgical clinic","authors":"N. Glenn","doi":"10.29173/PANDPR20103","DOIUrl":"https://doi.org/10.29173/PANDPR20103","url":null,"abstract":"Weight loss surgery is an increasingly common treatment for medically defined class III obesity and related comorbidities. A rise in demand has resulted in progressively longer waiting times in Canada, lasting upwards of ten years. Extended surgical waits impact the lives of people pursuing the procedure, no doubt – I wonder in what way? What is the experience of waiting to have weight loss surgery? I sought to explore this question using a human science approach to phenomenology of practice. It is within this broader inquiry that this particular text is situated. The multiple interviews I conducted with people who were awaiting surgery revealed the experiential import of contact, of touch, metaphorical and otherwise, to the overall waiting phenomenon. In this paper I consider this particular dimension of the wait – I question the experiences and meanings of contact that occur within the pre-weight loss surgical period. I reflect on the possible ethical and clinical significance of contact within this particular context while focusing on the relational aspect of the phenomenon, particularly between patient and clinician. Ultimately this deeper understanding of the experience as it is lived may elicit new and possibly more tactful ways of being with, of making contact – as in touch, hearing from or connecting with – within weight loss surgery-related clinical encounters.","PeriodicalId":217543,"journal":{"name":"Phenomenology and Practice","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122981756","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Contact with My Teacher’s Eyes 接触我的老师的眼睛

Phenomenology and Practice Pub Date : 2013-07-11 DOI: 10.29173/PANDPR20104

Yin Yin

引用次数: 6

Sublimity & the Image: A Hermeneutic Phenomenological Exploration 崇高与意象:解释学现象学的探索

Phenomenology and Practice Pub Date : 2013-07-11 DOI: 10.29173/PANDPR20105

Erika Goble

引用次数: 3

The Significance of Gender in Phenomenological Nursing Research 性别在现象学护理研究中的意义

Phenomenology and Practice Pub Date : 2013-07-11 DOI: 10.29173/PANDPR20109

B. Martinsen, P. Dreyer, Anita Haahr, A. Norlyk

{"title":"The Significance of Gender in Phenomenological Nursing Research","authors":"B. Martinsen, P. Dreyer, Anita Haahr, A. Norlyk","doi":"10.29173/PANDPR20109","DOIUrl":"https://doi.org/10.29173/PANDPR20109","url":null,"abstract":"The aim of this paper is to discuss in the light of phenomenological philosophy, whether it can be argued that men and women have different lifeworlds and how this may legitimize the segregation of men and women in empirical nursing research. We analyzed peer- reviewed papers from 2003-2012 and scrutinized the arguments used for dividing men and women into separate groups in empirical nursing studies based on phenomenology. We identified 24 studies using gender segregation and posed the following questions: 1. What is the investigated phenomenon as explicated by the authors? 2. What arguments do the authors use when dividing participants into gender specific groups? The analysis showed that a variety of phenomena were investigated that were all related to a specific medical condition. None appeared to be gender-specific, though the authors argued for a sole focus on either women or men. The most common argument for segregating men and women were reference to earlier studies. A few studies had references to methodology and/or philosophy as argument for a segregation of men and women. Arguments for gender segregation in empirical nursing studies based on a phenomenological approach tend to build on the conviction that experiences of health related phenomena are gendered. However, it seems to be difficult to identify conclusive arguments for this division within phenomenological philosophy. Therefore we recommend that segregation should be used with caution. Otherwise other research approaches may be more suitable.","PeriodicalId":217543,"journal":{"name":"Phenomenology and Practice","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130433321","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

Living in a Minority Food Culture: A Phenomenological Investigation of Being Vegetarian/Vegan 生活在少数民族饮食文化中:素食者/纯素食者的现象学调查

Phenomenology and Practice Pub Date : 2013-07-11 DOI: 10.29173/PANDPR20106

S. Edwards

引用次数: 20

Using Simulation and Virtual Practice in Midwifery and Nursing Education: Experiencing Self-Body-World “Differently” 模拟与虚拟实践在助产护理教育中的应用:“不同”体验自我-身体-世界

Phenomenology and Practice Pub Date : 2013-07-11 DOI: 10.29173/PANDPR20100

S. James, B. Cameron

{"title":"Using Simulation and Virtual Practice in Midwifery and Nursing Education: Experiencing Self-Body-World “Differently”","authors":"S. James, B. Cameron","doi":"10.29173/PANDPR20100","DOIUrl":"https://doi.org/10.29173/PANDPR20100","url":null,"abstract":"The journey into the world of midwifery or nursing requires the student to attend to the intertwining of self-body-world in order to shift their knowledge of self-body-world into a client/patient-centered context. One of the teaching-learning strategies used to provide safe opportunities is the use of simulations and virtual practices. Rather than learning intimate acts of touching, or life and death decision-making in situations with actual clients/patients, students enter their learning world with rubber torsos, cloth babies, and cyber clinics. The “other” is a simulated other, not a human. How does the student shift from seeing this simulated other as object to a sense of other as subject? In our world of constant use of technology for communication and entertainment, do students shift in and out of a cyber world easily or are they more captured by the simulated experience than with the human world? Has the human world redefined itself where the intertwining of self-body-world blurs the sense of where human body ends and cyber or simulated world begins? What is the place of Bildung when engaged with a cyber other? As a result of educational challenges, including rising enrolments, limited clinical placement opportunities, and increasing risk management concerns, there has been a proliferation in the use of simulation as a teaching strategy (Fox, Damazo, 2013; Schmitt, Gilbert, Brandt, Weinstein, 2013). This has left us –the authors– wondering about the student experience of simulation. What do they learn? How do they learn? How can this learning be applied in practice?","PeriodicalId":217543,"journal":{"name":"Phenomenology and Practice","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121197257","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Education and its borderlines. An essay about the nature of education 教育及其边界。一篇关于教育本质的文章

Phenomenology and Practice Pub Date : 2013-02-14 DOI: 10.29173/PANDPR19865

Herner Sæverot, Glenn-Egil Torgersen

{"title":"Education and its borderlines. An essay about the nature of education","authors":"Herner Sæverot, Glenn-Egil Torgersen","doi":"10.29173/PANDPR19865","DOIUrl":"https://doi.org/10.29173/PANDPR19865","url":null,"abstract":"This essay initiates a fundamental discussion about education’s nature and character, and raises the questions: Is education reliant on other disciplines as, for example, psychology, sociology and philosophy? Or may education be thought of independently, without being reliant on other disciplines? These questions are discussed in the light of Theodor Litt’s educational reading of Hegel’s understanding of dialectics, as it appears in the book Phenomenology of Spirit, in order to support that education has a relational and dialectic nature. In the second part, we connect the concept of ‘Hegelian dialectic structure’ with scientific theory. More specifically, we introduce a theoretically oriented concept, based on semantic theory construction; namely, ‘relational parameter bundles’. This concept clarifies the difference between education and other ‘scientific,’ often more empirically based disciplines, such as psychology, on which education, or rather, educational researchers, traditionally rely. Through our theoretical approach we aim to uncover fundamental differences within different disciplines’ scientific thinking, and their use of theories and models, which then manifest themselves in the discipline’s scientific assessments and practical actions. An uncritical integration of other disciplines in education may destroy the ‘true’ nature of education, and thus pose a danger to education’s character, problem areas and ways of conducting research. That does not mean that education shall be isolated from other disciplines, it is rather a question of when perspectives from other disciplines should be included in educational matters. Not before the educational questions are raised and worked through will it be appropriate to obtain knowledge from other disciplines, if, that is, it is deemed necessary based on educational judgment.","PeriodicalId":217543,"journal":{"name":"Phenomenology and Practice","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125971841","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Planning for the unplannable: Responding to (un)articulated calls in the classroom 为不可计划的事情做计划:在课堂上回应(非)明确的要求

Phenomenology and Practice Pub Date : 2013-02-14 DOI: 10.29173/PANDPR19866

Tanja Westfall-Greiter, Johanna F. Schwarz

{"title":"Planning for the unplannable: Responding to (un)articulated calls in the classroom","authors":"Tanja Westfall-Greiter, Johanna F. Schwarz","doi":"10.29173/PANDPR19866","DOIUrl":"https://doi.org/10.29173/PANDPR19866","url":null,"abstract":"In this paper, the authors explore the pedagogical call as an articulated or unarticulated appeal from children in classroom settings and the many facets of pedagogical responsivity as they in vignettes stemming from a research project, funded nation-wide in Austria. While instruction can be planned, the pedagogical call can be understood as an appeal that occurs in medias res, in the midst of an event in the pedagogical situation, and can at best be anticipated. This dilemma of planning for the unplannable is constitutive of the pedagogical relation and addressed in the discourse regarding pedagogical tact in both North America and Europe. In seeking to gain insight into educational processes and learning through the lived experiences of 5th-grade students in Austria’s “New Middle School” reform pilot, researchers were faced with a similar dilemma: How to capture the experiences of others, of children at school in medias res? The authors therefore provide background to their vignette research as a framework for their readings oriented to the pedagogical call as they arise in two vignettes. While articulated calls, and articulated responses, tend to be more straightforward, the authors address the difficulty of recognizing an unarticulated call of which the student is unaware, as well as recognizing no response as a response on the part of the teacher. Refraining from judgment as to the pedagogical quality of the teachers' actions, the authors conclude by addressing two critical aspects of the discourse on pedagogical tact driven by the principle of individuality: the underlying assumption that the other can be understood and the inherent concept of the pedagogical situation as one-to-one contact, the former ignoring the inaccessibility of the other and the latter neglecting the institutional laws that govern school reality.","PeriodicalId":217543,"journal":{"name":"Phenomenology and Practice","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132330477","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

The Call of Pedagogy as the Call of Contact 作为接触呼唤的教育学呼唤

Phenomenology and Practice Pub Date : 2013-02-14 DOI: 10.29173/PANDPR19859

M. Manen

引用次数: 43

Why Mollenhauer matters. A response to Klaus Mollenhauer’s book Forgotten Connections: On Culture and Upbringing. Translated into English, edited and with an introduction by Norm Friesen 为什么莫伦豪尔很重要。这是对克劳斯·莫伦豪尔的书《被遗忘的联系:论文化与教养》的回应。翻译成英文，由Norm Friesen编辑和介绍

Phenomenology and Practice Pub Date : 2013-02-14 DOI: 10.29173/PANDPR19869

Tone Saevi

引用次数: 4