Unfolding the Blanket of Understanding in the Listening Space: A Phenomenological Exploration of 'Being-With' in the Nursing Student-Teacher Relationship

摘要: Title of Dissertation: UNFOLDING THE BLANKET OF UNDERSTANDING IN LISTENING SPACE: A PHENOMENOLOGICAL EXPLORATION ‘BEING-WITH’ NURSING STUDENT-TEACHER RELATIONSHIP Mary T. Packard PhD 2004 Dissertation Directed By: Professor Francine H. Hultgren Department Education Policy and Leadership College University Maryland This hermeneutic phenomenological inquiry is called by the question, What lived experience ‘being-with’ in nursing student-teacher relationship? I engage with eight senior baccalaureate students teaching learning together a psychiatric-mental health course. Text gathered through their narrative work reflective journals taped classroom conversations, as well individual conversations. The exploration into phenomenon philosophically grounded Martin Heidegger, Hans-Georg Gadamer, David Levin. framework activities identified Max van Manen (1990) brings research to practical possibility. As dwell listening, context our pedagogical relationship opened up for understanding. Accounts experiences are offered become opportunities deep interpretation. Through this experiential structures ‘beingwith’ brought forward named presence listening. Students teacher alike risk vulnerability, enter silence, profound meaning making being together. ‘Being-with’ unravels following dimensions: creating soul space, flowing blending community, soulfriendship, hand comfort midst anxiety, opening an inn-between, holding eternal echoes. Transformation language offers possibilities pedagogy curriculum. unfolds blanket understanding necessarily leads toward world education.