Info
International journal for human caring
| International journal for human caring |
| Pubbl/distr/stampa | Beaverton, Or. : , : International Association for Human Caring |
| Descrizione fisica | 1 online resource |
| Disciplina | 610.73/05 |
| Soggetto topico |
Nursing - Psychological aspects
Caring Nursing - Philosophy Nurse and patient Empathy Nurse-Patient Relations Nursing Care - psychology Philosophy, Nursing Soins infirmiers - Aspect psychologique Soins infirmiers - Philosophie Relations infirmière-patient Humanité (Morale) Empathie empathy |
| Soggetto genere / forma |
Periodical
periodicals. Periodicals. Périodiques. |
| ISSN | 2578-2304 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Periodico |
| Lingua di pubblicazione | eng |
| Altri titoli varianti | IJHC |
| Record Nr. | UNINA-9910136055203321 |
| Beaverton, Or. : , : International Association for Human Caring | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Perceptual Vignettes. Phenomenological Reflective Thinking and Professional Attitude : A Study and Practice Guide / Ulrike Barth, Angelika Wiehl
| Perceptual Vignettes. Phenomenological Reflective Thinking and Professional Attitude : A Study and Practice Guide / Ulrike Barth, Angelika Wiehl |
| Autore | Barth Ulrike |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Bad Heilbrunn, : Verlag Julius Klinkhardt, 2024 |
| Descrizione fisica | 1 online resource (243 p.) |
| Soggetto topico |
Teacher training
teacher education professionalisation anthroposophy phenomenology perception curative education education pedagogical ethos inclusion ability to reflect empathy Goethean phenomenology |
| ISBN | 3-7815-6124-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Preface to the English edition ............................................................................. 9 1 Perceptual vignettes in teacher education. Introduction.............................. 11 Acknowledgements............................................................................................. 16 Part I Perceptual vignettes as phenomenological method in education 2 Phenomenological-methodological foundations of working with perceptual vignettes............................................................................... 19 2.1 The ‘things themselves’: phenomenological reduction and givenness (Husserl, Marion)................................................................................... 23 2.2 The givenness of bodily selfhood in intuition (Husserl, Marion)............. 27 2.3 ‘Being-with’ and bodily existence (Heidegger, Merleau-Ponty, Böhme)...................................................... 29 2.4 Attention generates horizon (Husserl, Merleau-Ponty, Waldenfels)......... 33 2.5 Understanding and recognition of alienness and otherness (Heidegger, Husserl, Lévinas, Waldenfels).............................................. 36 2.6 Intentional or misleading empathy? (Fuchs, Breithaupt, Breyer)............. 40 2.7 Goethean phenomenology – a path of development. Excursus............... 42 3 Perception and observation: two phenomenological approaches ................ 47 3.1 Atmosphere as the primary object of perception..................................... 49 3.2 Perception as open, intentional attending with all senses........................ 54 3.3 Observation as attentive turning to the world......................................... 61 3.4 Exercises in perception, observation and thinking ................................. 68 3.5 Perceptual vignettes show traces of attention.......................................... 77 4 Wonder as a phenomenological-pedagogical capacity of ‘being-with’ ............................................................................................... 81 4.1 Everyday wonder in the work with perceptual vignettes......................... 83 4.2 Philosophical excursus: wonder is beginning ......................................... 90 4.3 Wonder and alienation in children......................................................... 93 4.4 Widening the pedagogical horizon with wonder .................................... 98 4.5 Wonder precedes knowledge. An outlook ............................................ 100 5 Writing perceptual vignettes – a creative phenomenological method ....... 104 5.1 ‘I examined the writing’....................................................................... 105 5.2 Problems and system of phenomenological description........................ 107 5.3 Perceptual vignettes as body-oriented phenomenological descriptions............................................................. 111 5.4 Do phenomenology and creativity contradict or complement each other?................................................................... 113 5.5 Using the four-stage model for the phenomenological, creative writing of perceptual vignettes................................................. 118 5.6 Variations of phenomenological texts: phenomenological descriptions, vignettes, anecdotes, memory pictures and perceptual vignettes ........................................... 124 5.7 Writing perceptual vignettes ................................................................ 130 Part II Using perceptual vignettes in (special needs) education 6 Developing a professional pedagogical attitude ........................................ 135 6.1 Attitude – habitus – beliefs – ethos ...................................................... 136 6.2 Beliefs versus attitude .......................................................................... 140 6.3 Professional attitude in (special needs) education ................................. 141 6.4 Professional pedagogical attitude and inclusion ................................... 144 6.5 Professionalizing pedagogical attitude .................................................. 147 6.6 Exercises for developing pedagogical ethos .......................................... 150 7 Perceptual vignettes as media of reflection ................................................. 161 7.1 Reflection in the discourse on education ............................................. 162 7.2 Reflective capacity vs reflective competence/reflexivity ......................... 164 7.3 Excursus: from analysis to synthesis ..................................................... 165 7.4 Preliminary conclusion and starting point for our actions .................... 167 7.5 Implications for training or teacher education ..................................... 167 7.6 Excursus: a working model based on biographical theory .................... 170 7.7 Levels of reflection with perceptual vignettes ....................................... 170 7.8 The reflection spiral of the perceptual vignette method ........................ 173 7.9 Examples of reflective processes ........................................................... 174 7.10 Excursus: phenomenology in relation to inclusion and exclusion – ableism ....................................................................... 184 7.11 Reflection in training: outlook ............................................................. 186 8 Perceptual vignettes in preparatory exercises for diagnostic competence........................................................................... 188 8.1 Diagnostic competences in transition..................................................... 188 8.2 Sympathetic diagnosis vs categorization.................................................. 192 8.3 Perceptual vignettes complementing the ‘child conference’..................... 195 8.4 Phenomenology in diagnosis.................................................................. 197 8.5 Perceptual vignettes as a medium of sympathetic diagnosis..................... 198 8.6 Exercises in pedagogical diagnosis........................................................... 200 8.7 The potential of perceptual vignettes in pedagogical diagnosis. Outlook ................................................................................................ 211 9 Perceptual vignettes for innovative professionalism in education. Outlook ....................................................................................................... 213 Indices .............................................................................................................. 221 Quoted perceptual vignettes and other descriptive texts................................. 221 Bibliography.................................................................................................. 223 The authors ...................................................................................................... 243 |
| Record Nr. | UNINA-9910898679603321 |
Barth Ulrike
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| Bad Heilbrunn, : Verlag Julius Klinkhardt, 2024 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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