Gadamer a philosophical rationale to approach teaching

Gadamer a philosophical rationale to approach teaching

problem based/ reviewing a case observe

Goals clarify the confusion about my teaching teach with intention versus just teaching with experience, intuition contribute to the conversation about different teaching strategies in nursing curricula to heighten the awareness about rationale for our teaching with colleagues

How? critically reflected on my teaching explored a philosophical approach to teaching

What are we doing? We are concerned with ethical action or conduct It is based on an ethical good that is internal to, and inseparable from, the practice and exists in the practice itself (Carr, 2004) working with people deal with variable situations requires choice and decision interpretation of universals appropriate to particular situations Requires phronesis (practical wisdom, prudence, practical judgment Bernstein, 1983, Dunne, 1993, 2005

Aristotle s Intellectual Virtues Episteme (theoria): contemplative, tied to principles and causes Techne (poiesis): practical production Phronesis (praxis): human conduct, moral virtue

Argument Acting/nursing well in the world, is possible when the universal and particular are codetermined and dialogue is the means to negotiate this relationship..

Why Gadamer? 1900-2002

Horizon of Understanding our general framework Familiarity to the interpretive encounter historical context, experiences, meaning of nursing we cannot step outside our historical context as it is simply a part of who we are and it would be like trying to step outside of our own skins (Gallagher, 1992, p.87). Prejudice no neutral vantage point Language permeates all human activities

Connecting the General to the Particular: the hermeneutic circle particular which helps reshape our general frame The work of hermeneutics is based on a polarity of familiarity and strangeness. The true locus of hermeneutics is this in-between: Gadamer, 1975/2004) task of moral knowledge whole we comprehend and the new that surprises and challenges us (the hermeneutic circle) must do it role of experience what is different, unexpected

Dialogue: relationship of the particular and general exchanging perspectives and prejudices concerned with the subject matter dialogue [is] not just a means of passing the time in pleasant but aimless conversation; it [is] an intense, restless, and unending quest for truth (Palmer, 2001) closer to truth than original position

Conditions and Aim of Dialogue Be open to what the other is saying worthwhile to say humility docta ignorantia spirit of questioning Aim of dialogue fusion of horizons Expanding our horizon does not necessarily imply agreement, but rather requires, that we have learned to integrate a certain point of view and have thereby advanced to a new understanding of the issues and phenomena. (Warnke, 1987)

The dialogue continued dialogue--reached a different understanding (break the spell of our foremeanings, Kerdeman, 1998); (what emerges is something other, Dunne 1993) worthwhile to say open to the truth in conversation (Gadamer, 1975/2004) forthright about what we didn t know (docta ignoratia) conversation began to take a life of its own (Dunne, 1983)

Stories ask a [true] question--answer not settled--remains open (Bingham, 2005) influenced by my cultural and historical horizon (interpretations shaped by our traditions, Kerdeman, 1998) new or strange situation for me (learn from the unknown, Gallagher, 1992) I haven t thought it that way (hermeneutic circle, Grondin, 2003) I am hesitant because I was not allowed to do anything without strict observation (tradition operates for the most part behind our backs ahead of us, conditioning our interpretations Gallagher, 1992)

Key Insights About Judgment: moral decisions particulars and the relationship to universals concrete situations debate 2400 year history Gadamer dialogue and the hermeneutic circle conditions to facilitate dialogue dialogic encounters lead to a better understanding and application that is, moral action or praxis (Hadfield, 2010)

Contributions to Nursing Education clear conception of nursing/teaching as moral action recognize students historical context highlights importance of particulars of student s experiences and relationship to general embrace prejudice and difference importance of dialogue conditions to promote dialogue to be comfortable with being uncomfortable

references Bernstein, R. (1983). Beyond objectivism and relativism: Science, hermeneutics, and praxis. Philadelphia: University of Pennsylvania Press. Bingham, C. (2005). The hermeneutics of educational questioning. Philosophy of Educational Society of Australasia, 37(4), 553-565. Carr, W. (2004). Philosophy and education. Journal of Philosophy of Education, 38(1), 55-77. Dunne, J. (1993). Back to the rough ground: Practical judgment and the lure of technique. Notre Dame, Indiana: University of Notre Dame Press. Dunne, J. (2005). An intricate fabric: Understanding the rationality of practice. Pedagogy, Culture and Society, 13(3), 367-389. Gadamer, H. (1975/2004). Truth and method. (Weinsheimer, J. & Marshall, D. Trans.). London: Continuum. (Original work published 1975).

References Con t Gallager, S (1992). Hermeneutics and Education. State University of New York, Albany. Grondin, J. (2003). The philosophy of Gadamer. (English translation by Kathryn Plant, first published in French, 1999). Montreal QU: McGill-Queen s University Press. Kerdeman, D. (1998b). Hermeneutics and education: Understanding, control, and agency. Educational Theory, 48(2), 241-266. Palmer, R. (Ed.). (2001). Gadamer in conversation: Reflections and commentary. London: Yale University Press. Warnke, G. (1987). Gadamer: Hermeneutics, tradition and reason. Stanford CA: University Press