Education, philosophy and academic practice: nursing studies in the posthistorical university.
This paper is an amended and abridged version of a seminar given at the NET/NEP 1st Nurse Education International Conference in Vancouver, Canada. The topic of the paper arose from our growing concerns about the state of nurse education and its position in the university at the start of the twenty-first century. We share the fears expressed by Readings that the university has lost its way and is increasingly driven by a business agenda and a quest for ever-greater efficiency. Our biggest concern is with the impact that the so-called 'posthistorical university' is having on the study of nursing, particularly the growing pressure on nurse academics to focus their attention and energy on output at the expense of process, and on research at the expense of practice and practitioner development. We suggest that the solution might lie with Jean-Francois Lyotard's notion of postmodern philosophy as a way of opening up debate and, in his words, saving the honour of thinking.
Rolfe
Gary
G
School of Health Science, University of Wales, Swansea, Singleton Park, Swansea SA2 8PP, UK. g.rolfe@swan.ac.uk
Gardner
Lyn
L
D004508:Education, Nursing, Baccalaureate / Q000266:history*; D017598:Efficiency, Organizational / Q000266:history; D005181:Faculty, Nursing / Q000266:history*; D049673:History, 20th Century; D049674:History, 21st Century; D006801:Humans; D019359:Knowledge; D017145:Models, Educational; D033262:Narration / Q000266:history; D009937:Organizational Objectives; D010687:Philosophy, Nursing / Q000266:history*; D033302:Postmodernism / Q000266:history*; D011361:Professional Competence; D012586:Science / Q000266:history; D013673:Technology Assessment, Biomedical / Q000266:history; D014495:Universities / Q000266:history*