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Paradoxical Rhythms in Teaching-Learning: Glimpsing the Utterable-Unutterable.
1Professor Emeritus, Lewis University, Romeoville, IL, USA.
Nursing Science Quarterly
|October 6, 2023
Summary
This study explores the unspoken aspects of teaching and learning in nursing education. It offers guidance for nurse faculty to embrace these complexities within their practice.
Area of Science:
- Nursing Education
- Pedagogy
Background:
- The teaching-learning process in nursing is complex and involves both explicit and implicit elements.
- Understanding the 'utterable-unutterable' is crucial for effective nurse faculty development.
Purpose of the Study:
- To explore the concept of the 'utterable-unutterable' within the context of nursing education.
- To provide practical suggestions for nurse faculty to navigate and utilize these nuances in teaching-learning.
Main Methods:
- Qualitative exploration through a personal narrative.
- Reflection on existing literature regarding teaching-learning paradoxes.
- Application of the humanbecoming teaching-learning model.
Main Results:
- The humanbecoming model offers a framework for understanding paradoxical elements in nursing education.
- Personal experience highlights the significance of implicit knowledge and unspoken communication.
- Literature review supports the importance of acknowledging ambiguity in teaching.
Conclusions:
- Nurse faculty can enhance teaching-learning by recognizing and valuing the 'utterable-unutterable'.
- Embracing paradoxes fosters a richer, more authentic educational environment for nursing students.
- Further research is needed to explore practical strategies for integrating these concepts.
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