Heutagogy enacting caring sciences practice
heutagogy, learner, nursing education, relational, student, caring
Nursing education, grounded in Caring Sciences, must also reflect a relational approach reflecting equity between student and teacher and a learning process which is humanized – interactive, engaging, and relevant. This relational approach creates a shared ethical and moral space that fosters an inner journey of contemplation, connection, consciousness and meaning informed by peace, power and truth, to connect simultaneously with others where all may learn and flourish. It is through engagement, a conscious connection, where learners (both teacher and student) negotiate choices, create tensions through discourse, and derive meaning of this shared experience (Hills & Watson, 2011). This engagement “leads to better persistence, learning, and achievement” (Bryson, 2016, p. 84) and ultimately the formation of a collaborative partnership for learning, creating, and evolving. Blaschke (2012) states the following concepts are instrumental in a curriculum grounded in heutagogy: capability, self-reflection and metacognition, double-loop learning and nonlinear learning, as well as teaching processes which foster self-determined learning. A learning contract is established, followed by learning activities which foster critical thinking and creativity, and finally learning outcomes are assessed (Blaschke & Hase, 2016). Teaching is about being in relationship, recognizing that learning occurs in relationship which is transformational and empowering. Success in transformational learning creates transcendent moments where we experience “that which is beyond us” where we tap into the collective unconscious and a critical consciousness emerges (Walker, 2010).
Maykut, C., Wild, C., & May, N. (2019). Heutagogy: Enacting caring science practices. International Journal of Caring Sciences, 12(1), 1-7. Retrieved from http://www.internationaljournalofcaringsciences.org/docs/2._maykut_12_1.pdf
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