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Teaching Philosophy of Science in Nursing Doctoral Education
Author(s) -
Butts Janie Bond,
Lundy Karen Saucier
Publication year - 2003
Publication title -
journal of nursing scholarship
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.009
H-Index - 80
eISSN - 1547-5069
pISSN - 1527-6546
DOI - 10.1111/j.1547-5069.2003.00087.x
Subject(s) - journaling file system , deliberation , pedagogy , critical thinking , philosophy of education , sociology , philosophy of computer science , epistemology , philosophy education , higher education , philosophy , computer science , data file , database , politics , political science , law
Purpose: To explore the teaching and learning process regarding philosophy of science and to offer creative recommendations based on classroom experience. Conceptual Framework: Dewey's writings about intelligence, deliberation, and critical reflection; Freire's writings about active knowers provide the foundation for the teaching and learning environment for doctoral students. Methods: A case example is presented. Creative strategies and assignments are used, such as classroom exploration and connections between nursing, philosophy, philosophy of science, and students' personal lives; classroom deliberation; journaling; philosophical thinking; development of a philosophical topic such as determinism, freedom, or the mind; and presentation of a philosophical book. Conclusions: The philosophy of science course is critical content for doctoral students.