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A philosophy underlying excellence in teaching
Author(s) -
Tabak Nili,
Adi Livne,
Eherenfeld Mali
Publication year - 2003
Publication title -
nursing philosophy
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.367
H-Index - 35
eISSN - 1466-769X
pISSN - 1466-7681
DOI - 10.1046/j.1466-769x.2003.00149.x
Subject(s) - praxis , excellence , injustice , power (physics) , critical thinking , epistemology , pedagogy , sociology , psychology , engineering ethics , mathematics education , social psychology , philosophy , physics , quantum mechanics , engineering
This article discusses nursing education and changing paradigms of knowledge, emphasizing critical thinking, nursing praxis, and the place of the educator as a role model who provides knowledge, facilitates critical thinking, and teaches students how to cope with the knowledge. It interprets the connection between knowledge and power as a potential source of injustice and inequality in the student–teacher relationship; and tries to solve this problematic issue by annulling the differences in power. Examples from clinical areas are presented to illustrate differential power the educator‐teacher‐researcher has in different clinical areas.