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نظريات عرض محاضره 3.pptx
- 1. Student Preparation: 1-Ahmed Mahmood Sulaiman 2-Ahmed Essa Mohammed Under the Supervision of prof. Dr. Radhwan Hussein Ibrahim
- 2. 1. Define ‘knowing’ and ‘knowledge’ 2. Discuss three key phases in the philosophy of knowledge 3. Discuss the differences between ‘know how’, ‘know that’ and ‘know why’ knowledge, giving examples from nursing practice 4. Discuss Carper’s (1978) ‘ways of knowing’ and Kerlinger’s (1986) ‘categories of knowledge’ and give examples from practice 5. Identify two main strategies to develop nursing knowledge. Objectives
- 3. Knowing: individual human processes of experiencing and comprehending the self and the world in ways that can be brought to some level of conscious awareness Knowledge: knowing that we can share or communicate to others Introduction Defining knowing and knowledge
- 4. In the main there are three philosophical views on how knowledge develops: 1- rationalism 2- empiricism 3- historicism Philosophies of knowledge
- 5. Rationalism has its stem in ratio the Latin word for ‘reason’. Charles Darwin stated that of all the faculties of the human mind, reason stands at the summit is a philosophy of science that emphasises the role that reason has to play in the development of knowledge and the discovery of truth Rationalism is founded on the idea that theorists, without access to data obtained through the senses, can generate theory through mental reasoning. Rationalism
- 6. In contrast to rationalists, empiricists believe that knowledge is derived entirely from sensory experience. In other words if something cannot be perceived through the five senses, it does not exist. Empiricism denies the possibility of spontaneous ideas or a priori reasoning as a predecessor to scientific knowledge Empiricism
- 7. So far we have dealt with knowledge that is objective and can be perceived through the senses. Much of this knowledge can be measured. The Italian astronomer Galileo Galilei (1564–1642) maintained that we should ‘measure what is measurable, count what is countable,Historicism recognises that we are all influenced by our different history and different experiences, values and beliefs. From these influences, we construct our own realities and we interpret events from this construction. Historicism
- 8. 1-‘Know that’ – propositional knowledge 2-‘know how’– practical knowledge 3-‘know why Types of knowledge
- 9. Know that’ knowledge is also called propositional knowledge as it is based upon reasoning and intentional thought processes. This is best understood if we recognize that a proposition is in essence an idea rather than a thing (some object that exists in the real world) or an action (some practical deed). Know that’ or propositional knowledge
- 10. The process of attaining practical knowledge is perhaps more difficult to explain than propositional knowledge. Practical (unlike propositional) knowledge is largely to do with skills acquisition. Know how’ or practical knowledge
- 11. However, there is another dimension that is seldom explored and that is ‘know why’ knowledge. This goes a stage further than ‘know how’ and ‘know that’ knowledge Know why’ knowledge
- 12. Carper’s (1978) ways of knowing in nursing ‘Know how’, ‘know that’ and, to a lesser extent, ‘know why’ knowledge have been recognized as being very relevant to nursing practice. There was however a tendency to focus on ‘know that’ knowledge to the neglect of others Categories of knowing
- 13. Another way of thinking about knowledge is through the work of Kerlinger (1986) 1- Empirical knowing is knowing something through rigorous research. This involves the identification of variables within aand subjecting them to experimental manipulation. 2- Knowing through tenacity is knowing something because it has always been believed to be true. 3- Knowing though authority is knowing something because a respected or authoritative person said so. 4- A priori knowing is knowing something because reason tells you it is true. Kerlinger’s ways of knowing
- 14. Inductive reasoning Every day practicing nurses deal with patient phenomena. By taking note of patterns and commonality in those phenomena that are of special interest to nursing, it is possible to build up a body of knowledge. This is referred to as inductive reasoning and reflects moving from the specific situation to the general Deductive reasoning In contrast to inductive reasoning, deductive reasoning involves moving from the general to the specific situation. Developing nursing knowledge through reasoning
- 15. University of Mosul – College of Nursing 2019 -2020