Learning across the professions: the clergy, a case in point.
In this article, we examine similarities and differences in the educational goals and pedagogies of nursing and clergy students. We argue that nurse educators can learn a broader perspective of rationality than the narrow, technical rationality of instrumental problem solving taught in most professional schools. An interpretive form of rationality is needed to address suffering and human concerns in the world. The pedagogies of interpretation, formation, contextualization, and performance used in clergy education offer a more interpretive, historical, and contextual approach to reasoning.
Benner
Patricia
P
University of California, San Francisco, San Francisco, California, USA. Patricia.Benner@ucsf.edu
Sutphen
Molly
M
D001291:Attitude of Health Personnel; D002977:Clergy / Q000523:psychology; D004508:Education, Nursing, Baccalaureate / Q000458:organization & administration*; D005181:Faculty, Nursing; D006040:Goals; D007722:Health Knowledge, Attitudes, Practice; D006694:Holistic Health; D006801:Humans; D033183:Interdisciplinary Communication; D017145:Models, Educational; D009718:Nurse Administrators / Q000523:psychology; D015402:Nursing Education Research; D009937:Organizational Objectives; D010327:Pastoral Care / Q000193:education* / Q000458:organization & administration; D010687:Philosophy, Nursing; D011340:Problem Solving; D011361:Professional Competence / Q000592:standards; D024382:Professional Role / Q000523:psychology; D012495:San Francisco; D013338:Students, Nursing / Q000523:psychology; D011795:Surveys and Questionnaires; D013850:Thinking