The teaching-learning process and the theory of human becoming

Area of Science:

• Nursing
• Phenomenology
• Philosophy of Science

Background:

• The human becoming school of thought offers a unique perspective on nursing.
• Understanding the teaching-learning process is crucial in nursing education.

Purpose of the Study:

• To define the teaching-learning process from the human becoming school of thought in nursing.
• To explicate the lived experience of teaching-learning as engaging with others in "coming to know."

Main Methods:

• Phenomenological inquiry.
• Conceptual analysis grounded in the human becoming school of thought.

Main Results:

• Teaching-learning is conceptualized as a dynamic, multidimensional process.
• Key components include expanding imaginal margins, naming the new, and abiding with paradox.
• The process involves shifts in content-process, meaning-making, dialogue, present moment awareness, and narrative growth.

Conclusions:

• The human becoming perspective enriches the understanding of nursing's teaching-learning process.
• This framework highlights the relational and emergent nature of "coming to know" in nursing practice and education.