The work of the Kyoto School represents one of the few streams of philosophy that originate in Japan. Following the cultural renaissance of the Meiji Restoration after Japans period of closure to ...the outside world (1600-1868), this distinctly Japanese thought found expression especially in the work of Kitaro Nishida, Keiji Nishitani and Hajime Tanabe. Above all this is a philosophy of experience, of human becoming, and of transformation. In pursuit of these themes it brings an inheritance of Western philosophy that encompasses William James, Hume, Kant and Husserl, as well as the psychology of Wilhelm Wundt, into conjunction with Eastern thought and practice. Yet the legacy and continuing reception of the Kyoto School have not been easy, in part because of the coincidence of its prominence with the rise of Japanese fascism. In light of this, then, the Schools ongoing relationship to the thought of Heidegger has an added salience. And yet this remains a rich philosophical line of thought with remarkable salience for educational practice.The present collection focuses on the Kyoto School in three unique ways. First, it concentrates on the Schools distinctive account of human becoming. Second, it examines the way that, in the work of its principal exponents, diverse traditions of thought in philosophy and education are encountered and fused. Third, and with a broader canvas, it considers why the rich implications of the Kyoto School for for philosophy and education have not been more widely appreciated, and it seeks to remedy this.The first part of the book introduces the historical and philosophical background of the Kyoto School, illustrating its importance especially for aesthetic education, while the second part looks beyond this to explore the convergence of relevant streams of philosophy, East and West, ranging from the Noh play and Buddhist practices to American transcendentalism and post-structuralism.
Much has been written about the phenomenon of loneliness. Despite the plethora of theoretical information concerning loneliness, the phenomenon lacks a clear, consensual definition. Nurses often work ...with persons who feel lonely. Feeling lonely is a phenomenon that is a universal lived experience that is significant to health and quality of life. In this column, the author examines the existing body of theoretical knowledge regarding the phenomenon of feeling lonely. The author’s perspective is the human becoming theory, in which health is viewed as the way individuals live what is important to them.
The purpose of this study is to discover the structure of the universal lived experience of feeling listened to, a phenomenon of health and quality of life related to the human-to-human relationship. ...This Parse research method study included 10 adults who shared their experiences of feeling listened to. The structure, feeling listened to is unreserved affirmation amid potential irreverence arising with the liberating contentment of benevolent affiliations, is the central finding of the study. This finding was connected to humanbecoming theory and extant literature, contributing to nursing knowledge, expanding the theory, and enhancing understanding about feeling listened to.
The purpose of this study was to enhance understanding about the lived experience of suffering. Parse's phenomenological-hermeneutic method was used to answer the research question: What is the ...structure of the lived experience of suffering? Participants were 12 elderly persons residing in two longterm care facilities. Data were collected through dialogical engagement. Through the extraction-synthesis process, three core concepts were identified. When joined, they formed the structure: Suffering is unbounded desolation emerging with resolute acquiescence with benevolent affiliations. The finding was linked with the human becoming theory through heuristic interpretation, and is discussed in light of participants' descriptions and relevant literature.
Teaching-learning is a never-ending journey of giving-receiving in coming-to-know. The purposes of this column are to distinguish among the traditional and human becoming paradigms of ...teaching-learning, and to set forth the essences, paradoxes, and processes of a human becoming teaching-learning model.
Karnick offers insight into how her nursing practice has evolved and changed over the years. Likewise, she provides an interesting history of her practice, as well as examples of how human becoming ...guides her thoughts and actions as she works with patients who have specific healthcare needs.
This article reports a Parse research study on feeling respected with 10 participants. The finding of this study is the structure: The lived experience of feeling respected is fortifying assuredness ...amid potential disregard emerging with the fulfilling delight of prized alliances. The structure is discussed in light of the human becoming school of thought and related literature.
The aim of this study was to uncover the meaning of the lived experience of mutual suffering in relation to the care of a dying patient. The study took place within an acute medical ward in a ...district general hospital on the south coast of England as part of a reflective practice development programme. Parse's human becoming theory provided a framework for the study and Parse's research methodology was adopted. Understanding the nature of human relationships within nursing practice is central to nursing work, enabling patients and their health‐professional carers to live and work healthily in the context of human becoming. Illuminating mutual suffering through reflection enables nursing and health‐care professionals to acknowledge the paradoxes of practice and, thus, create new strategies for the provision of care and the improvement of practice, so that quality of life is maximized for the patient and for themselves.
Evidence-based nursing practice is a global phenomenon, the purpose of which is to standardize and guide nursing practice based on exclusionary quantitative scientific inquiry. What are the origins ...of this standard terminology found in medicine, nursing, and other healthcare professions? What are the educational and ethical implications for evidence-based nursing practice from a nursing theoretical perspective? The author will begin a discussion of ethical questions for the discipline to consider as the evidence-based practice movement gains momentum in healthcare arenas worldwide.
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