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Communion-Aloneness in Teaching-Learning: A Humanbecoming Perspective.
1College of Nursing and Health Sciences, Lewis University, Romeoville, IL, USA.
Nursing Science Quarterly
|October 7, 2024
Summary
This column explores the paradox of communion-aloneness in the teaching-learning journey. Using Hemingway
Area of Science:
- Educational Philosophy
- Phenomenology
Background:
- The teaching-learning process involves a unique paradox of connection and isolation.
- Understanding this duality is crucial for effective pedagogy.
Purpose of the Study:
- To examine the concept of communion-aloneness within the context of teaching-learning.
- To explore the 'all-at-once' nature of this phenomenon.
Main Methods:
- Conceptual analysis drawing on literary insights (Hemingway).
- Integration of personal teaching-learning experiences.
- Application of the humanbecoming teaching-learning model.
Main Results:
- The humanbecoming model offers a framework for understanding communion-aloneness.
- Communion-aloneness is an inherent, simultaneous aspect of teaching-learning.
Conclusions:
- The paradoxical nature of communion-aloneness is integral to the ongoing teaching-learning experience.
- Recognizing this paradox enriches pedagogical understanding and practice.
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