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Description of how the concepts of the theory or model fit to the mission and philosophy of the institution 15% Clearly and logically describes the fit of the theory or model to the institution’s philosophy and mission. Provides examples of how the theory or model fit to the philosophy and mission of the institution. Clearly and logically describes the fit of the theory or model to the institution’s philosophy and mission. No examples of how the theory or model fit to the philosophy and mission of the institution are described. Fit of the theory or model to the mission and philosophy of the institution is described but lacks clarity in description. Fit of the theory or model to the mission and philosophy of the institution is described but is not logical. Does not include a slide on the fit of theory or model to the institution’s philosophy and mission. I am responsible for slides 7-8 on the power point presentation! The above requirements are based on Watson’s theory. Use the posted reading material to complete the power point. APA format please TEACHING AND LEARNING TO STANDARDS Reading and Literature – A Glossary of Literary Terms 1 A GLOSSARY OF LITERARY TERMS LITERARY DEVICES Alliteration: The repetition of initial consonant sounds used especially in poetry to emphasize and link words as well as to create pleasing, musical sounds. Example—the fair breeze blew, the white foam flew. Allusion: A reference to a well-known person, place, event, literary work, or work of art to enrich the reading experience by adding meaning. Characterization: Techniques a writer uses to create and develop a character by what: • he/she does or says, • other characters say about him/her, or how they react to him/her • the author reveals directly or through a narrator. Dialect: Speech that reflects pronunciation, vocabulary, and grammar typical of a geographical region. Flashback: Interruption of the chronological (time) order to present something that occurred before the beginning of the story. Figurative Language: Language that has meaning beyond the literal meaning; also known as “figures of speech.” • Simile: comparison of two things using the words “like” or “as,” e.g. “Her smile was as cold as ice.” • Metaphor comparison of two things essentially different but with some commonalities; does not use “like” or “as,” e.g. “Her smile was ice.” • Hyperbole: a purposeful exaggeration for emphasis or humor. • Personification: human qualities attributed to an animal, object, or idea, e.g. “The wind exhaled.” Free Verse: Poetry that does not conform to a regular meter or rhyme scheme. Poets who write in free verse try to reproduce the natural rhythms of spoken language. Foreshadowing: Important hints that an author drops to prepare the reader for what is to come, and help the reader anticipate the outcome. Imagery: Words or phrases that appeal to the reader’s sens.

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Description of how the concepts of the theory or model fit to the mission and philosophy of the institution 15% Clearly and logically describes the fit of the theory or model to the institution’s philosophy and mission. Provides examples of how the theory or model fit to the philosophy and mission of the institution. Clearly and logically describes the fit of the theory or model to the institution’s philosophy and mission. No examples of how the theory or model fit to the philosophy and mission of the institution are described. Fit of the theory or model to the mission and philosophy of the institution is described but lacks clarity in description. Fit of the theory or model to the mission and philosophy of the institution is described but is not logical. Does not include a slide on the fit of theory or model to the institution’s philosophy and mission. I am responsible for slides 7-8 on the power point presentation! The above requirements are based on Watson’s theory. Use the posted reading material to complete the power point. APA format please TEACHING AND LEARNING TO STANDARDS Reading and Literature – A Glossary of Literary Terms 1 A GLOSSARY OF LITERARY TERMS
LITERARY DEVICES Alliteration: The repetition of initial consonant sounds used especially in poetry to emphasize and link words as well as to create pleasing, musical sounds. Example—the fair breeze blew, the white foam flew. Allusion: A reference to a well-known person, place, event, literary work, or work of art to enrich the reading experience by adding meaning. Characterization: Techniques a writer uses to create and develop a character by what: • he/she does or says, • other characters say about him/her, or how they react to him/her • the author reveals directly or through a narrator. Dialect: Speech that reflects pronunciation, vocabulary, and grammar typical of a geographical region. Flashback: Interruption of the chronological
(time) order to present something that occurred before the beginning of the story. Figurative Language: Language that has meaning beyond the literal meaning; also known as “figures of speech.” • Simile: comparison of two things using the words “like” or “as,” e.g. “Her smile was as cold as ice.” • Metaphor comparison of two things essentially different but with some commonalities; does not use “like” or “as,” e.g. “Her smile was ice.” • Hyperbole: a purposeful exaggeration for emphasis or humor. • Personification: human qualities attributed to an animal, object, or idea, e.g. “The wind exhaled.” Free Verse: Poetry that does not conform to a regular meter or rhyme scheme. Poets who write in free verse try to reproduce the natural rhythms of spoken language. Foreshadowing: Important hints that an author drops to prepare the reader for what is to come, and help the reader anticipate the outcome.
Imagery: Words or phrases that appeal to the reader’s senses. Humor: The quality of a literary or informative work that makes the character and/or situations seem funny, amusing, or ludicrous. Irony: A technique that involves surprising, interesting, or amusing contradictions or contrasts. Verbal irony occurs when words are used to suggest the opposite of their usual meaning. An irony of situation is when an event occurs that directly contradicts expectations. Onomatopoeia: The use of words that imitate sounds. Examples would be hiss, buzz, swish, and crunch. Point of View: Perspective from which the story is told • First-person: narrator is a character in the story; uses “I,” “we,” etc. • Third-person: narrator outside the story; uses “he,” “she,” “they” • Third-person limited: narrator tells only what one character perceives • Third-person omniscient: narrator can see into the minds of all characters.
Satire: Writing that comments humorously on human flaws, ideas, social customs, or institutions in order to change them. TEACHING AND LEARNING TO STANDARDS Reading and Literature – A Glossary of Literary Terms 2 Style: The distinctive way that a writer uses language including such factors as word choice, sentence length, arrangement, and complexity, and the use of figurative language and imagery. Suspense: A feeling of excitement, curiosity, or expectation about what will happen. Symbol: Person, place, or thing that represents something beyond itself, most often something concrete or tangible that represents an abstract idea. LITERARY FORMS Autobiography: A writer’s story of his or her own life.
Biography: A writer’s account of some other person’s life. Comedy: Writing that deals with life in a humorous way, often poking fun at people’s mistakes. Drama: Also called a play, this writing form uses dialogue to share its message and is meant to be performed in front of an audience. Essay: A short piece of nonfiction that expresses the writer’s opinion or shares information about a subject. Fable: A short story that often uses talking animals as the main characters and teaches an explicit moral or lesson. Fantasy: A story set in an imaginary world in which the characters usually have supernatural powers or abilities. Folktale: A story originally passed from one generation to another by word of mouth only.
The characters are usually all good or all bad and in the end are rewarded or punished as they deserve. Historical Fiction: A made-up story that is based on a real time and place in history, so fact is mixed with fiction. Myth: A traditional story intended to explain some mystery of nature, religious doctrine, or cultural belief. The gods and goddesses of mythology have supernatural powers, but the human characters usually do not. Novel: A book-length, fictional prose story. Because of its length, a novel’s characters and plot are usually more developed than those of a short story. Poetry: A literary work that uses concise, colorful, often rhythmic language to express ideas or emotions. Examples: ballad, blank verse, free verse, elegy, limerick, sonnet. Prose: A literary work that uses the familiar spoken form of language, sentence after sentence.
Realistic Fiction: Writing that attempts to show life as it really is. Science Fiction: Writing based on real or imaginary scientific developments and often set in the future. Short Story: Shorter than a novel, this piece of literature can usually be read in one sitting. Because of its le ngth, it has only a few characters and focuses on one problem or conflict. Tall Tale: A humorous, exaggerated story often based on the life of a real person. The exaggerations build until the character can accomplish impossible things. LITERARY ELEMENTS Action: Everything that happens in a story. Antagonist: The person or force that works against the hero of the story. (See protagonist)
TEACHING AND LEARNING TO STANDARDS Reading and Literature – A Glossary of Literary Terms 3 Character: One of the people (or animals) in a story. Climax: The high point in the action of a story. Conflict: A problem or struggle between two opposing forces in a story. There are four basic conflicts: • Person Against Person: A problem between characters. • Person Against Self: A problem within a character’s own mind. • Person Against Society: A problem between a character and society, school, the law, or some tradition. • Person Against Nature: A problem between a character and some element of nature-a blizzard, a hurricane, a mountain climb, etc. Dialogue: The conversations that characters have with one another. Exposition: The part of the story, usually near the
beginning, in which the characters are introduced, the background is explained, and the setting is described. Falling Action: The action and dialogue following the climax that lead the reader into the story’s end. Mood: The feeling a piece of literature is intended to create in a reader. Moral: The lesson a story teaches. Narrator: The person or character who actually tells the story, filling in the background information and bridging the gaps between dialogue. (See Point of View.) Plot: The action that makes up the story, following a plan called the plot line. Plot line: The planned action or series of events in a story. There are five parts: exposition, rising action, climax, falling action, and resolution. Protagonist: The main character in a story, often a
good or heroic type. Resolution: The part of the story in which the problems are solved and the action comes to a satisfying end. Rising Action: The central part of the story during whic h various problems arise after a conflict is introduced. Setting: The place and the time frame in which a story takes place. Style: The distinctive way that a writer uses language including such factors as word choice, sentence length, arrangement, and complexity, and the use of figurative language and imagery. Theme: The message about life or human nature that is “the focus” in the story that the writer tells. ADDITIONAL VOCABULARY Article: A complete piece of writing, as a report or
essay, that is part of a newspaper, magazine, or book. Atlas: A book of maps. Encyclopedia: A book that contains information on many subjects; or comprehensive information in a particular field of knowledge; usually arranged alphabetically. Fiction: A literary work whose content is based on the imagination and not on fact. Glossary: An alphabetical listing of difficult, technical, or foreign terms with definitions or translation; usually found at the end of a book. TEACHING AND LEARNING TO STANDARDS Reading and Literature – A Glossary of Literary Terms 4 Index: An alphabetical listing that gives page numbers or books where information can be found.
Mystery: A novel, story, or play involving a crime or secret activity and its gradual solution. Nonfiction: True writing, based on factual information. Periodical: Another word for magazine. Reference: A type of book that provides information arranged for easy access. Series: Several books related in subject, or dealing with the same characters. Table of Contents: The part of a book which lists the chapters or contents within the book. “Then Dinarzad cleared her throat and said, ‘Sister, if you are not sleepy, tell us one of your lovely little tales to while away the night, before I bid you good-bye at daybreak, for I don’t know what will happen to you tomorrow.’ Shahrazad turned to King Shahrayar and said, ‘May I have your permission to tell a story?’ He replied, ‘Yes,’ and Shahrazad was very happy and said, ‘Listen’:” (Norton 1186-87)
Time/Date of Composition Preview Author sources and cultures across Asia and North Africa (13th Century Abbasid Manuscript via Wikimedia Commons) https://en.wikipedia.org/wiki/One_Thousand_and_One_Nights#/ media/File:ManuscriptAbbasid.jpg
Syrian paper dating to 879 CE Nights es to the 10th Century CE. This document is a catalogue by Ibn al-Nadim, a book dealer in Baghdad from an original called Hazar Afsan Time/Date Time/Date of Composition Persian title of the Thousand and One Nights original Hazar Afsan has never been discovered (Shahrazad by В.А. Серов, early 20th Century via Wikimedia Commons) https://en.m.wikipedia.org/wiki/File:Scheherazade_by_V._Serov _01.jpg
Abbasid Caliphate. dynasty that ruled the Middle east from 758 to 1258 CE “succession”— an Islamic state led by a supreme religious and political leader known as a caliph Contextual Information Umayyads Caliphate) with the support of many different people, thereby integrating non-Arab groups, such as Persians, into Arabic culture eight, the Abbasid Caliphate ruled over modern-day Saudi Arabia, Egypt, Oman, Yemen, Iran, Iraq, Jordan, and Lebanon! Contextual Information Contextual Information (Map of Abbasid Caliphate via Wikimedia Commons)
https://en.wikipedia.org/wiki/Abbasid_Caliphate#/media/File:A bbasids850.png Contextual Information was a time of prosperity and stable government, which in turn supported the flourishing of art, science, and literature (Faquih and Students, 8-13th Centuries via Wikimedia Commons) https://commons.wikimedia.org/wiki/File:Faqih_and_students.p ng Contextual Information -Rashid (translates into “Aaron the Upright”) was the fifth Abbasid Caliphate characterized by great
cultural and religious wealth (Harun al-Rashid via Wikimedia Commons) https://upload.wikimedia.org/wikipedia/commons/a/ae/Harun_A l- Rashid_and_the_World_of_the_Thousand_and_One_Nights.jpg called Bayt al- Hikma—a source for learning and translation works, including the 1,001 Nights Nights: Abu Nuwas (classical Arabic poet), Ibrahim al- Mawsili (singer) Contextual Information Translation history. to translation. For example, the Arabic text is derived from a Persian source, but behind both of these sources is probably a Indian (Sanskrit) version
based on a different manuscript or combination of manuscripts, some of which are no longer extant” (Sallis 3) al tradition Contextual Information describe 1,001 Nights: hikayah, hadith, and khurafah used) bulous fictions and incredible stories” (Sallis 8) Contextual Information Antoine Galland in the early 18th century the Sailor, Ali Baba, and Aladdin, along with other stories heard from a Lebanese Christian
Cairo Arabic peoples (think: Orientalism) Contextual Information narrative “tale within a tale,” or which contains several tales in Eastern and Western tradition – in fact, these kinds of stories probably originated in India Forest Gump, and Slumdog Millionaire Form https://youtu.be/ByehYal_cCs https://youtu.be/uPIEn0M8su0
https://youtu.be/hHAoAkyeVko Form wa-Layla translates literally into “Thousand and One Nights” title that suggests there is a rich abundance of the stories in this collection – the stories are unending (16th Century map of Soltaniyeh, Iran via Wikimedia Commons) https://commons.wikimedia.org/wiki/File:Matrak%C3%A7%C4 %B1_Nasuh_Soltaniyeh_Map_(1).JPG versions of 1,001 Nights, including
tures Form -telling Themes “Having wiped out these leaders, then, and changed their partisans into his friends, the Duke had laid very good foundations for his power, holding all the Romagna along with the dukedom of Urbino, especially since he believed he had made the Romagna his friend and gained the support of all those people, through their getting a taste of well-being” (Norton 1631) � �Author
�Time/Date of Composition �Contextual Information �Form �Major Themes Preview � �Niccolò Machiavelli (1469-1527) à born to a notable, but powerless family �Lived and worked in Florence, Italy � Except for when he served as a diplomat �Heavily involved in the political scene �Remembered and “known” for writing The Prince, but wrote other fiction and non-fiction texts too Author � Author �Some major works � Discourses on the First Ten Books of Livy (1513-21) � The Prince (1513) � La mandragola (1520)
� The Art of War (1521) � The Florentine Histories (1532) (The Prince (1921) book cover via Open Library) � �Machiavelli wrote The Prince in 1513 � Was unfairly accused of conspiracy by the Medici Family, and then imprisoned and tortured (Norton 1626) � Left city for the countryside for several years, which is when he wrote The Prince �The Prince was part of an attempt to regain public office (Norton 1626) à that’s why it’s dedicated to Lorenzo of the Medici Family Time/Date of Composition � � The Prince belongs to a genre of handbooks, or advice- writing, for leaders. It is contextualized by other political writings, such as � The Education of a Christian Prince (1516) by Erasmus � Traditional Renaissance handbooks “couched their advice
in the language of Christian morality” (think: Augustine’s Confessions for reference) & “their point was to remind the ruler to remain virtuous” (Norton 1626) � The Prince CLASHED with these texts because it argues that maintaining political stability sometimes means the ruler must be deceptive and violent (Norton 1626) Contextual Information � � Written in the form of a non-fiction book à a kind of “handbook” for learning how to rule and keep power � Consists of 26 chapters � “The first eleven deal with different types of dominions and how they are acquired and preserved” (Norton 1626) � Chapters 12 – 14 “focus on problems of military power” (Norton 1626) � Chapters 15 – 26 are the most famous parts of The Prince; they deal with “the attributes and ‘virtues’ of the prince himself” (Norton 1626) Form � Being realistic about the world.
For there is such a difference between the way men live and the way they ought to live, that anybody who abandons what is for what ought to be will learn something that will ruin rather than preserve him, because anyone who determines to act in all circumstances the part of a good man must come to ruin among so many who are not good. Hence, if a prince wishes to maintain himself, he must learn how to be not good, and to use that ability or not as is required. (Norton 1632) Major Themes � Major Themes (Machiavelli Meme) � “The ends justifies the means.” The Duke has Messer Remirro de Orco establish order in Romagna (a region in modern-day northern Italy), and then… because he knew that past severities had made some men hate him, he determined to purge such men’s minds and win them over entirely by showing that any cruelty which had gone on did not originate with himself but with the harsh nature of his agent. So getting an opportunity for it, one morning at Cesena he had Messer Remirro laid in two pieces in the public square with a block of wood and a bloody sword near him. (Norton 1631)
Major Themes � Fortune/luck. That is, if a prince bases himself entirely on Fortune, he will fall when she varies. I also believe that a ruler will be successful who adapts his mode of procedure to the quality of the times, and likewise that he will be unsuccessful if the times are out of accord with his procedure. (Norton 1633) Major Themes � Free will. Nevertheless, because the freedom of the will should not be wholly annulled, I think it may be true that Fortune is arbiter of half of our actions, but that she still leaves the control of the other half, or about that, to us. (Norton 1633) Major Themes “Whereas on the contrary, ordinary humanity would seem to require not merely that we refrain
from exciting or increasing wrath among men by evil speaking, but that we study to extinguish wrath by kind speaking” (852) � �Author �Time/Date of Composition �Contextual Information �Form �Major Themes Preview � Author �Augustine (354 CE 430 CE) was born to a Roman family in modern-day Algeria �His father was Patricius (Latin version of Patrick) and his mother was Monica � His mother was a devout Christian (“The Four Doctors of the Western Church, Saint Augustine of Hippo” by Gerard Seghers via Wikimedia Commons)
� �Augustine first attended school in Madaurus (modern-day Algeria) and then in Carthage à he studied rhetoric and philosophy (Norton 832) �He describes himself as a bright, but mischievous boy who was frequently punished at school: I, poor wretch, could not see the use of the things I was sent to school to learn; but if I proved idle in learning, I was soundly beaten. For this procedure seemed wise to our ancestors: and many, passing the same way in days past, had built a sorrowful road by which we too must go, with multiplication of grief and toil upon the sons of Adam (49) Author � �Augustine was a teacher and public speaker for a good part of his life, teaching in Thagaste, Carthage, Rome, and Milan (Norton 832) �But his successful career as a teacher and public speaker made him unhappy, and he describes his students in Carthage as “a pack of madmen” who “play havoc with the order which the master has established for the good of his pupils” (Norton 844)
Author � �Augustine describes a moment in the garden in which he hears a child’s voice singing “take and read, take and read.” The song inspires him to turn to a random part of the Bible: “not in rioting and drunkenness, not in chambering and impurities, not in contention and envy, but put ye on the Lord Jesus Christ and make not provision for the flesh in its concupiscences” (849) �Augustine saw this occurrence as a sign that he should convert to Christianity, which he did Author � Time/Date of Composition � Augustine began work on the Confessions around 397, when he was in his early 40s � According to our textbook, “He seems to have been suffering from a terrible case of writer’s block, with several half-finished pieces of work on hand” (Norton
833) � Writing the Confessions “cured” his writer’s block (“Writer’s Block” from Writers Write) � �Augustine explored a variety of religious sects before converting to Christianity, namely: Manicheanisn and Neoplatonism �Manicheanism was: “a dualistic religion that resembled Christianity in emphasizing the life of the mind and the drive toward increasing spiritual purity, though the two religions differed very significantly in their views of the nature of God” (Norton 832) �You can read more about it here Contextual Information � �Neoplatonism was a school of thought that extended the philosophy of Plato (largely an academic philosophy) into religious and/or mystical matters. �Neoplatonists believed that creation emanates from a single source of goodness, and that every creation
away from the “single source” is less perfect (“Neoplatonism” from New World Encyclopedia) �They also believed that evil does not exist, and that it is basically the absence of good Contextual Information � �Augustine’s Confessions have two forms, or genres: the autobiography and the confession �An autobiography is the story of a person’s life in their own words. Note: the autobiography was virtually unknown in Augustine’s time—his Confessions is one of the early examples! � E.g.: Augustine recounts biographical moments of his life, like his childhood in Thagaste and going to school Form � �A confession is: “a full account of one’s sins” (Norton 833) � E.g.: Augustine confesses sins like stealing pears from a neighbor’s tree and having multiple mistresses �Augustine reasons that confessing his sins will show
others it can be good to examine one’s personal struggles, and that “everyone is on a spiritual journey” Form � Thus Augustine explains in Book 10, Chapter 5 (not in our textbook): But there is hope, because thou art faithful and thou wilt not allow us to be tempted beyond our ability to resist, but wilt with the temptation also make a way of escape that we may be able to bear it. I would therefore confess what I know about myself; I will also confess what I do not know about myself. What I do know of myself, I know from thy enlightening of me; and what I do not know of myself, I will ocntinue not to know until the time when my “darkness is as the noonday” in thy sight” (Confessions trans. & ed. by Dr Albert Outler) Form � �Sin, sinfulness �Knowledge �Suffering �Pride, lust �Earthly love vs heavenly love (i.e., God’s love) Major Themes
“The Master said: ‘When the father is alive, watch the son’s aspirations. When the father is dead, watch the son’s actions. If three years later, the son has not veered from the father’s way, he may be called a dutiful son indeed’” (1335) Preview Author – 479 BCE version of his Chinese name, Kong Qiu
(today = Shandong Province) into the lower ranks of hereditary nobility (Norton 766) (Rubbing on paper of Confucius engraved Stone Slab from Internet Encyclopedia of Philosophy) https://goo.gl/maps/M9Fuwpf3SQH2 https://www.iep.utm.edu/confuciu/ veled throughout China sharing his spent the rest of his life as a teacher (Norton 767) 766) y Confucius. They were collected and written by his disciples (Norton 768) Author – 100 BCE, “when Confucius’s ideas were gaining influence and it became necessary to create a representative collection of his sayings out of the vast body of Confucius lore that circulated in various other books” (Norton 768)
form about 279 years after Confucius’s death! Time/Date of Composition Contextual Information y admires the Zhou Dynasty, particularly King Wen, King Wu, and the Duke of Zhou (Norton 767) was King Wu’s father (King Wen of the Zhou Dynasty via Wikipedia) https://en.wikipedia.org/wiki/King_Wen_of_Zhou#/media/File: King_Wen_of_Zhou.jpg government that took care of its people and developed “wise policies” (Norton 767)
country and defending King Cheng’s (King Wu’s son) r important to Confucius because he was someone who cared more for “the welfare of the dynasty” than for his own ambitions (Norton 767) action Contextual Information Form ink on thin strips of bamboo (The Analects of Confucius by R. Eno) quotations, conversations, and anecdotes” (Norton “books” basically chapters (Rongo Analects, Vol 2 via Wikipedia) http://www.indiana.edu/~p374/Analects_of_Confucius_(Eno- 2015).pdf https://en.wikipedia.org/wiki/Analects#/media/File:Rongo_Anal
ects_02.jpg Rituals are thus used… to make social life meaningful” (Norton 768). A person must learn ritual within the context of their own community through practice and self-cultivation. (Norton 768) “superior person”/ “gentleman” (Norton 768) Major Themes something and then to put it into practice at the right time: is this not a joy? To have friends coming from afar: is this not a delight? Not to be upset when one’s merits are ignored: is this not the mark of a gentleman?’” (1.1 Norton 770) Major Themes how people should treat one another
blishes a hierarchical order of relationships, the most important of which is the relationship between parent and child (esp father and son) Major Themes asked Confucius about government. Confucius replied: ‘Let the lord be a lord; the subject a subject; the father a father; the son a son.’ The Duke said: ‘Excellent! If indeed the lord is not a lord, the subject not a subject, the father not a father, the son not a son, I could be sure of nothing anymore—not even of my daily food’” (12.11 Norton 777) Major Themes especially when the junzi (aristocrat / gentleman) is the one engaging in efficient action can be so powerful that there is no need to resort to lowly means of war and violence became the basis of
the traditional Chinese view of rulership” (Norton 769) Major Themes settle among the nine barbarian tribes of the East. Someone said: ‘It is wild in those parts. How would you cope?’ The Master said: ‘How could it be wild, once a gentleman has settled there?’” (9.14 Norton 775) Major Themes There was no better way than mine. No more advice! If I had eyes, how could They bear to look at my father in Hades? Or at my devastated mother? Not even Hanging could right the wrongs I did them both. (lines 1554-58) � �Author �Time/Date of Composition �Contextual Information �Form �Major Themes
Preview � Author �Lived circa 496-406 BCE �Spent most of his life in the city-state of Athens �Very popular, well-educated, and productive writer �Only seven of his plays are extant: the three Oedipus plays, Ajax, Trachiniae, Electra, and Philoctetes (“Sophocles” from Wikipedia) � �Sophocles is remembered for his tragic plays AND for changes he made to the theater, including… � “introduction of scene painting” (Norton 482) � “increase of chorus members from twelve to fifteen” (Norton 482) & decreased centrality of chorus to plot � “bringing in a third actor” (Norton 482) à allowed for three-way dialogues
Author � � Folks like Sophocles’ writing because his characters seem real � Consider The Epic of Gilgamesh, The Iliad, The Ramayana, and Sunjata. The main characters are all epic heroes… basically, the ancient world’s version of today’s super-heroes. They aren’t “real people” they’re “super”-real � Sophocles’ characters are real—with qualities people can relate to and flaws that make them fallible. They could be… us. � …but hopefully not “us” with Oedipus-level flaws! � Thought exercise: pay attention to any characters you find relatable in Oedipus Rex. What about them is relatable? Do you pity them? Fear them? Author � �Oedipus Rex was probably composed and performed around 429 BCE à be mindful that the exact date is not certain �429 BCE is also the date of a terrible
plague in Athens. Some folks argue the plague afflicting Thebes in Oedipus Rex is actually a reference to the plague that was affecting Athens when Sophocles was writing (Norton 484) Time/Date of Composition � Contextual Information � The Oedipus myth was a well-known story in the ancient Greek world (Norton 483). � Consider the following passage from Homer’s The Odyssey (not be confused with The Iliad), dating to the 700s BCE � Note: The Odyssey spells Oedipus’s mother Epicaste instead of Jocasta “Attic Cup: Oedipus and the Sphinx” from Encyclopedia Britannica) �
I saw Oedipus’ mother, beautiful Epicaste, Who unwittingly did a monstrous deed, Marrying her son, who had killed his father. The gods soon brought these findings to light; Yet for all his misery, Oedipus still ruled In lovely Thebes, by the gods’ dark designs. But Epicaste, overcome by her grief, Hung a deadly noose from the ceiling rafters And went down to implacable Hades’ realm Leaving behind for her son all of the sorrows A mother’s avenging spirits can cause (Odyssey 11.275-85) Contextual Information � �Oedipus Rex is a tragedy, or a kind of play with a serious subject matter à often focus on questions of ethics � Note: Today, “tragedy” is a term that can also apply to movies, novels, et al �Tragedies possibly originate out of ritual traditions and the worship of Dionysus (Norton 475-76) à regardless, they were very popular in ancient Greece �Tragedies borrow plots from Greek mythology, especially The Iliad and The Odyssey (Norton 476) Form
� �Dialogue (aka, the spoken language between characters) in tragedies was written/spoken in iambic meter, “which was supposed to be the verse form closest to normal speech” (Norton 479) � Iambic sounds like characters are speaking normally rather than reciting poetry Form � �Oedipus Rex makes use of dramatic irony �Dramatic irony is a convention of plays (and today, movies) in which the audience knows or understands something the main character doesn’t � Example: the original audience for Oedipus Rex would have known who Oedipus’s real parents really were and were therefore aware of what Oedipus would eventually discover � Thought exercise: can you think of any dramatic irony in recent movies or TV shows you’ve seen? Form � �Literal and metaphorical meanings of language
(especially as regards oracles and prophecies) �Blissful ignorance �Free will vs destiny/fate �Crime and punishment Major Themes Peer Review Worksheet Name of author ________________ 1. Introduction: How does the first paragraph introduce both the paper’s topic and your approach or general conclusion? Is the first sentence attention-getting and relevant to the topic? 2. What can you identify as a thesis statement? 3. Structure: Can you identify the organization of the paper from the main idea of each paragraph? What are the main concepts explored in the paper? Does each paragraph make a relevant point that is distinct from what has already been covered? What are the main conclusions? 4. Clarity/Style: Did you find distracting grammar, punctuation, spelling, or word usage problems? Circle them and identify any patterns or themes you detect. Is the tone of the essay formal? If you find awkward sentences, try to explain why they don’t make sense to you. 5. Grammar focus 1: Topic Sentences. Identify the topic sentence in each body paragraph. Does it identify the
paragraph’s topic? Does it provide a commentary or rationale for it? Give specific examples. 6. Grammar focus 2: Concise writing. Identify any repetitive and/or redundant language, unnecessary phrases, vagueness, or unnecessary qualifiers? Suggest some possible ways to fix these problems. 7. Resources: Have you clearly identify his/her sources? Is proper in-text and reference format used? 8. What is/are the paper’s greatest strength(s)? Explain. Close Reading and Contextual Analysis 2 Introduction [note: please note this paper is basically the same as the Close Reading and Contextual Analysis 1 assignment, with two changes. One change is in the requirements and the other is in the submissions section. See below!] Close reading. Close reading is a deep analysis of a literary text, with special attention to how it works and what it means. In order to conduct a close reading, you look at textual components, such as: subject, form, and word choices. Subject is the topic, or what the text is “about.” Formconstitutes the text’s generic conventions. For example, The Iliad is an epic poem, and the particular generic conventions of Greek epic poetry are that it’s written in dactylic hexameter, uses extended similes, features a heroic main character, and engages with Greek mythology. Word choice means the type of language the writer or speaker uses, like: metaphor, imagery, alliteration, or repetition. For example,
you might investigate how epic similes work in The Iliad. More information on poetic forms* here: https://rpo.library.utoronto.ca/glossary (Links to an external site.)Links to an external site. More information on literary devices here: https://www.ode.state.or.us/teachlearn/subjects/elarts/read ing/resources/readingglossary.pdf (Links to an external site.)Links to an external site. Contextual Analysis. Contextual analysis assesses a text’s historical and cultural contexts by looking at its social, political, economic, philosophical, religious, and/or aesthetic circumstances. For example, one circumstance of Sunjata is the multicultural mingling of traditional and and Islamic religions. A contextual analysis might therefore research traditional and Islamic religions in Western Africa and apply that information to a reading of Sunjata. * All of the assigned readings in Module 1 are different types of epic poetry! Length · 500-word essay (or two-pages, double-spaced), with a works cited page. Please note: the works cited page does not count towards the word count Requirements For this writing assignment, you will conduct a close-reading of one primary text from Modules 2 or 3. Options include: Oedipus Rex, The Analects, Confessions, The Prince, The Thousand and One Nights, "The Story of Yingying," Tale of Genji, or Don Quixote. In addition, you will continue your investigation of the same context from the first Close Reading and Contextual Analysis assignment. For example, if you conducted a close reading of the Sunjata, and contextualized it against traditional religion, then you will continue investigating traditional religion in the second Close Reading and Contextual Analysis assignment. Note: If you're experiencing writer's block on this assignment, shoot me a message via Canvas or e-mail! I'm happy to help you
brainstorm. Additional requirements include: · A completed Self-Review Worksheet (click to download) · One revised draft, with a minimum of one popular resource and one scholarly resource. Your textbook does not count. · Information on popular and scholarly resources: http://guides.lib.berkeley.edu/c.php?g=83917&p=374 7680 (Links to an external site.)Links to an external site. · Note: you should check the library resources link in our Canvas site! Format · MLA-style formatting. Please reference the Purdue OWL’s MLA-Style guide, located at: https://owl.purdue.edu/owl/research_and_citation/mla_style/ mla_formatting_and_style_guide/mla_general_format.html (Lin ks to an external site.)Links to an external site. Submission · Completed Self-Review Worksheet AND revised draft via the Close Reading / Context 1 assignment link in Canvas Jean Watson Caring Science as Sacred Science In today’s world, nursing seems to be responding to the various demands of the machinery with less consideration of the needs of the person attached to the machine. In Watson’s view, the disease might be cured, but illness would remain because without caring, health is not attained. Caring is the essence of nursing and connotes responsiveness between the nurse and the person; the nurse co-participates with the person. Watson contends that caring can assist the person to gain control, become knowledgeable, and promote health changes. Major Concepts Society provides the values that determine how one should behave and what goals one should strive toward. Watson (1979)
states: “Caring (and nursing) has existed in every society. Every society has had some people who have cared for others. A caring attitude is not transmitted from generation to generation by genes. It is transmitted by the culture of the profession as a unique way of coping with its environment.” Human being is a valued person to be cared for, respected, nurtured, understood, and assisted. Health is the unity and harmony within the mind, body, and soul; health is associated with the degree of congruence between the self as perceived and the self as experienced. Nursing is a human science of persons and human health – illness experiences that are mediated by professional, personal, scientific, esthetic, and ethical human care transactions. Actual caring occasion involves actions and choices by the nurse and the individual. The moment of coming together in a caring occasion presents the two persons with the opportunity to decide how to be in the relationship – what to do with the moment. The transpersonal concept is an intersubjective human-to-human relationship in which the nurse affects and is affected by the person of the other. Both are fully present in the moment and feel a union with the other; they share a phenomenal field that becomes part of the life story of both. (Watson, 1999) Subconcepts Phenomenal field The totality of human experience of one’s being in the world. This refers to the individual’s frame of reference that can only be known to that person.
Self The organized conceptual gestalt composed of perceptions of the characteristics of the “I” or “ME” and the perceptions of the relationship of the “I” and “ME” to others and to various aspects of life. Time The present is more subjectively real and the past is more objectively real. The past is prior to, or in a different mode of being than the present, but it is not clearly distinguishable. Past, present, and future incidents merge and fuse. (Watson, 1999) Nursing interventions related to human care originally referred to as carative factors have now been translated into clinical caritas processes (Watson, 2006): 1. The formation of a humanistic-altruistic system of values, becomes: “practice of loving-kindness and equanimity within context of caring consciousness.” 2. The instillation of faith-hope becomes: “being authentically present, and enabling and sustaining the deep belief system and subjective life world of self and one-being-cared-for.” 3. The cultivation of sensitivity to one’s self and to others becomes: “cultivation of one’s own spiritual practices and transpersonal self, going beyond ego self.” 4. The development of a helping-trusting relationship becomes: “developing and sustaining a helping-trusting authentic caring relationship.” 5. The promotion and acceptance of the expression of positive
and negative feelings becomes: “being present to, and supportive of the expression of positive and negative feelings as a connection with deeper spirit of self and the one-being-cared- for.” 6. The systematic use of the scientific problem-solving method for decision making becomes: “creative use of self and all ways of knowing as part of the caring process; to engage in artistry of caring-healing practices.” 7. The promotion of interpersonal teaching-learning becomes: “engaging in genuine teaching-learning experience that attends to unity of being and meaning attempting to stay within other’s frame of reference.” 8. The provision for a supportive, protective, and(or) corrective mental, physical, sociocultural, and spiritual environment becomes: “creating healing environment at all levels (physical as well as non-physical), subtle environment of energy and consciousness, whereby wholeness, beauty, comfort, dignity, and peace are potentiated.” 9. Assistance with the gratification of human needs becomes: assisting with basic needs, with an intentional caring consciousness, administering ‘human care essentials,’ which potentiate alignment of mindbodyspirit, wholeness, and unity of being in all aspects of care,” tending to both embodied spirit and evolving spiritual emergence. Watson’s (1979) ordering of needs:a. Lower Order Needs (Biophysical Needs)Survival Needs The need for food and fluid The need for elimination
The need for ventilation b. Lower Order Needs (Psychophysical Needs)Functional Needs The need for activity-inactivity The need for sexuality c. Higher Order Needs (Psychosocial Needs)Integrative Needs The need for achievement The need for affiliation d. Higher Order Need (Intrapersonal-Interpersonal Need)Growth-seeking Need The need for self-actualization. 10. The allowance for existential-phenomenological forces becomes: “opening and attending to spiritual-mysterious and existential dimensions of one’s own life-death; soul care for self and the one-being-cared-for.” Assumptions Caring can be effectively demonstrated and practiced only interpersonally. Caring consists of carative factors that result in the satisfaction of certain human needs. Effective caring promotes health and individual or family growth. Caring responses accept a person not only as he or she is now but as what he or she may become.
A caring environment is one that offers the development of potential while allowing the person to choose the best action for himself or herself at a given point in time. Caring is more “healthogenic” than is curing. The practice of caring integrates biophysical knowledge with knowledge of human behavior to generate or promote health and to provide ministrations to those who are ill. A science of caring is therefore complementary to the science of curing. The practice of caring is central to nursing. (Watson, 1979). Relationships Transpersonal caring field resides within a unitary field of consciousness and energy that transcend time, space and physicality. A transpersonal caring relationship connotes a spirit-to-spirit unitary connection within a caring moment, honoring the embodied spirit of both practitioner and patient, within a unitary field of consciousness. A transpersonal caring relationship transcends the ego level of both practitioner and patient, creating a caring field with new possibilities for how to be in the moment. The practitioner’s authentic intentionality and consciousness of caring has a higher frequency of energy than noncaring consciousness, opening up connections to the universal field of consciousness and greater access to one’s inner healer. Transpersonal caring is communicated via the practitioner’s energetic patterns of consciousness, intentionality, and authentic presence in a caring relationship.
Caring-healing modalities are often noninvasive, nonintrusive, natural-human, energetic environmental field modalities. Transpersonal caring promotes self-knowledge, self-control, and self-healing patterns and possibilities. Advanced transpersonal caring modalities draw upon multiple ways of knowing and being; they encompass ethical and relational caring, along with those intentional consciousness modalities that are energetic in nature that honors wholeness, healing, comfort, balance, harmony, and well-being. (Watson, 2005) Strengths/Weaknesses Strengths: Watson’s work can be used to guide and improve practice. It can provide the nurse with the most satisfying aspects of practice and can provide the client with holistic care. The theory is relatively simple. Watson’s work is logical in that the carative factors are based on broad assumptions that provide a supportive framework. The carative factors are logically derived from the assumptions and related to the hierarchy of needs. The carative factors delineate nursing from medicine. Weakness: Watson’s theory becomes more complex when entering the area of existential-phenomenology, for many nurses may not have the liberal arts background to provide the proper foundation for this area. Analysis It is undeniable that technology has already been part of
nursing’s whole paradigm with the evolving era of development. Watson’s suggestion of purely “caring” without giving much attention to technological machineries cannot be solely applied but then her statement is praiseworthy because she dealt with the importance of the nurse patient interaction rather than a practice confined with technology. Watson stated the term “soul-satisying” when giving out care for the clients. Her concepts guide the nurse to an ideal quality nursing care provided for the patient. This would further increase the involvement of both the patient and the nurse when the experience is satisfying. In providing the enumerated clinical caritas processes, the nurse becomes an active co-participant with the patient. Thus, quality of care offered by the nurse is enhanced. (c) 2011 Gonzalo, A. All rights reserved POWERED BY MEMBER LOGIN Navigation HomeDr. Jean WatsonAboutBio SketchPersonal ProfileCVNational / International PresentationsHonors, Fellowships & AwardsJean’s CalendarGlobal Jean – Photo GalleryPublicationsBooksArticlesChapters & MonographsAbstracts & Other PublicationsUnpublished Monographs / Written ReportsCaring ScienceTheory10 Caritas Processes®ResearchMeasurementFree Caritas MeditationVideo Library — SubscriptionCaring Science Theory Teachings10 Caritas Processes®Inspired MeditationsGlobal MeditationsGlobal VideosVideo Library — Members10 Caritas Processes® VideosCaring Science Theory & TeachingsInspired MeditationsConversations with JeanVideo Library —
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PresentationsHonors, Fellowships & AwardsJean’s CalendarGlobal Jean – Photo GalleryPublicationsBooksArticlesChapters & MonographsAbstracts & Other PublicationsUnpublished Monographs / Written ReportsCaring ScienceTheory10 Caritas Processes®ResearchMeasurementFree Caritas MeditationVideo Library — SubscriptionCaring Science Theory Teachings10 Caritas Processes®Inspired MeditationsGlobal MeditationsGlobal VideosVideo Library — Members10 Caritas Processes® VideosCaring Science Theory & TeachingsInspired MeditationsConversations with JeanVideo Library — FreeHistorical Caring Science VideosVideo CollectionWCSIWatson Caring Science InstituteAbout WCSIWCSI Fact SheetWatson Caring Science Faculty & StaffResearchCaring Science Measurement ToolsCaring Science AffiliatesBecome an AffiliateGlobal WCSI AssociatesNational WCSI AffiliatesRegional Caring Science ConsortiaStrategic Partners and AlliancesWCSI Membership ProgramWCSI Memberships10 Caritas Processes® VideosCaring Science Theory & TeachingsInspired MeditationsConversations with JeanProgramsDoctoral ProgramsWatson Caring Science Postdoctoral & Postgraduate Summer Scholars ProgramWatson Caring Science Postdoctoral ScholarsDoctoral Dissertation in Caring Science ResearchCaritas Coach Education Program® – CCEPApr 26-28, 2019 — Caritas Coach Education Program® (CCEP)Caritas Coach Education Program® ApplicationCCEP Tuition Payment ScheduleWCSI Events & RegistrationJan 7 – Feb 4, 2019 — Free Global Online Course — Caring Science, Mindful PracticeRequest Contact HoursJan 31 – Feb 2, 2019 — Middle Eastern Nurses & Partners Uniting in Human Caring – Aqaba, JordanApr 25-27, 2019 — Caritas Conscious Dying Coach Certificate Program, Boulder, COGlobal ProgramsHistory of Global ProgramsInternational Caritas Consortium – ICCWCSI Endorsed Events & ProgramsHealing With the Arts – Free Online CourseMar 21-22, 2019 — Nursing Theory: A 50 Year Perspective, Past and FutureJun 8-16, 2019
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loading... Caring Science TheoryCaring Science Defined Caring Science encompasses a humanitarian, human science orientation to human caring processes, phenomena and experiences. Caring Science includes arts and humanities as well as science. A Caring Science perspective is grounded in a relational ontology of being-in-relation, and a world view of unity and connectedness of All. Transpersonal Caring acknowledges unity of life and connections that move in concentric circles of caring – from individual, to others, to community, to world, to Planet Earth, to the universe. Caring Science investigations embrace inquiries that are reflective, subjective and interpretative as well as objective-empirical and Caring Science inquiry includes ontological, philosophical, ethical, historical inquiry and studies. In addition, caring science includes multiple epistemological approaches to inquiry including clinical and empirical, but is open to moving into new areas of inquiry that explore other ways of knowing, for example, aesthetic, poetic, narrative, personal, intuitive, kinesthetic, evolving consciousness, intentionality, metaphysical – spiritual, as well as moral-ethical knowing. Caring Science is an evolving new field that is grounded in the discipline of nursing and evolving nursing science, but more recently includes other fields and disciplines in the Academy, for example, Women/Feminist studies, Education, Ecology,
Peace Studies, Philosophy/Ethics, Arts and Humanities, Mindbodyspirit Medicine. As such, Caring Science is rapidly becoming an Interdisciplinary or Transdisciplinary field of study. It has relevance to all the health, education, and human service fields and professions.Core Concepts of Human Caring Download Core Concepts of Jean Watson’s Theory of Human Caring/Caring ScienceDownloadUsing Caring Science? Is your organization using Caring Science and Theory of Human Caring and/or Caritas Practices?Let us know!The Theory of Human Caring The caring model or theory can also be considered a philosophical and moral/ethical foundation for professional nursing and part of the central focus for nursing at the disciplinary level. A model of caring includes a call for both art and science; it offers a framework that embraces and intersects with art, science, humanities, spirituality, and new dimensions of mindbodyspirit medicine and nursing evolving openly as central to human phenomena of nursing practice. I emphasize that it is possible to read, study, learn about, even teach and research the caring theory; however, to truly “get it,” one has to personally experience it; thus the model is both an invitation and an opportunity to interact with the ideas, experiment with and grow within the philosophy, and living it out in one’s personal/professional life. The ideas as originally developed, as well as in the current evolving phase, provide others a chance to assess, critique and see where, how, or if, one may locate self within the framework or the emerging ideas in relation to their own “theories and philosophies of professional nursing and/or caring practice.”10 Caritas Processes® Sustaining humanistic-altruistic values by practice of loving- kindness, compassion and equanimity with self/others.Being authentically present, enabling faith/hope/belief system; honoring subjective inner, life-world of self/others.Being sensitive to self and others by cultivating own spiritual practices; beyond ego-self to transpersonal presence.Developing
and sustaining loving, trusting-caring relationships.Allowing for expression of positive and negative feelings – authentically listening to another person’s story.Creatively problem-solving- ‘solution-seeking’ through caring process; full use of self and artistry of caring-healing practices via use of all ways of knowing/being/doing/becoming.Engaging in transpersonal teaching and learning within context of caring relationship; staying within other’s frame of reference-shift toward coaching model for expanded health/wellness.Creating a healing environment at all levels; subtle environment for energetic authentic caring presence.Reverentially assisting with basic needs as sacred acts, touching mindbodyspirit of spirit of other; sustaining human dignity.Opening to spiritual, mystery, unknowns-allowing for miracles.Guiding Questions for Systems using Caring Science Theory If one chooses to use the caring perspective as theory, model, philosophy, ethic or ethos for transforming self and practice, or self and system, the following questions may help:Is there congruence between (a) the values and major concepts and beliefs in the model and the given nurse, group, system, organization, curriculum, population needs, clinical administrative setting, or other entity that is considering interacting with the caring model to transform and/or improve practice?What is one’s view of human? And what it means to be human, caring, healing, becoming, growing, transforming, etc. For example: In words of Teilhard de Chardin: “Are we humans having a spiritual experience, or are we spiritual beings having a human experience?” Such thinking in regard to this philosophical question can guide one’s worldview and help to clarify where one may locate self within the caring framework.Are those interacting and engaging in the model interested in their own personal evolution?Are they committed to seeking authentic connections and caring-healing relationships with self and others?Are those involved “conscious” of their caring-caritas or non-caring consciousness
and intentionally in a given moment and at an individual and system level?Are they interested and committed to expanding their caring consciousness and actions to self, other, environment, nature and wider universe?Are those working within the model interested in shifting their focus from a modern medical science-technocure orientation to a true caring- healing-loving model? This work, in both its original and evolving forms, seeks to develop caring as an ontological and theoretical-philosophical- ethical framework for the profession and discipline of nursing and clarify its mature relationship and distinct intersection with other health sciences. Nursing caring theory based activities as guides to practice, education and research have developed throughout the USA and other parts of the world. Watson’s work is consistently one of the nursing caring theories used as a guide. Nurses’ reflective-critical practice models are increasingly adhering to caring ethic and ethos. Because the nature of the use of the caring theory is fluid, dynamic, and undergoing constant change in various settings around the world and locally, Dr. Watson is not able to offer updated summaries of activities. Earlier publications seek to provide examples of how the work is used, or has been used in specific settings.Unitary World View: “Human Resides in Unitary Field of Consciousness” Hildegard of Bingen 12th century Levinas: Ethic of Belonging – Infinite Field of Universal Love/Spirit Visionary Award for Caring Science Leadership, Integrative Health & Medicine Conference, October 2015Transpersonal Caring & the Caring Moment Defined Transpersonal caring relationships are the foundation of the work; transpersonal conveys a concern for the inner life world and subjective meaning of another who is fully embodied, but transpersonal also goes beyond the ego self and beyond the given moment, reaching to the deeper connections to spirit and
with the broader universe. Thus transpersonal caring relationship moves beyond ego-self and radiates to spiritual, even cosmic concerns and connections that tap into healing possibilities and potentials. Transpersonal caring seeks to connect with and embrace the spirit or soul of the other through the processes of caring and healing and being in authentic relation, in the moment. Such a transpersonal relation is influenced by the caring consciousness and intentionality of the nurse as she or he enters into the life space or phenomenal field of another person, and is able to detect the other person’s condition of being (at the soul, spirit level). It implies a focus on the uniqueness of self and other and the uniqueness of the moment, wherein the coming together is mutual and reciprocal, each fully embodied in the moment, while paradoxically capable of transcending the moment, open to new possibilities. Transpersonal caring calls for an authenticity of being and becoming, an ability to be present to self and other in a reflective frame; the transpersonal nurse has the ability to center consciousness and intentionality on caring, healing, and wholeness, rather than on disease, illness and pathology. Transpersonal caring competencies are related to ontological development of the nurse’s human competencies and ways of being and becoming; thus “ontological caring competencies” become as critical in this model as “technological curing competencies” were in the conventional modern, Western nursing-medicine model, now coming to an end. Within the model of transpersonal caring, clinical caritas consciousness is engaged at a foundational ethical level for entry into this framework. The nurse attempts to enter into and stay within the other’s frame of reference for connecting with the inner life world of meaning and spirit of the other; together they join in a mutual search for meaning and wholeness of being and becoming to potentiate comfort measures, pain control, a sense of well-being, wholeness, or even spiritual transcendence of suffering. The person is viewed as whole and complete,
regardless of illness or disease.Caring MomentA heart-centered loving energetic field; a turning pointA call to higher/deeper consciousness, intentionalityAn authentic choice of caring/livingRequires presence-centering-search for meaning; new level of authenticity – potentiating healing and wholenessCaring Moments, Caring Occasions A caring occasion occurs whenever the nurse and another come together with their unique life histories and phenomenal fields in a human-to-human transaction. The coming together in a given moment becomes a focal point in space and time. It becomes transcendent whereby experience and perception take place, but the actual caring occasion has a greater field of its own in a given moment. The process goes beyond itself, yet arises from aspects of itself that become part of the life history of each person, as well as part of some larger, more complex pattern of life. A caring moment involves an action and choice by both the nurse and the other. The moment of coming together presents them with the opportunity to decide how to be in the moment and in the relationship as where as what to do with and during the moment. If the caring moment is transpersonal, each feels a connection with the other at the spirit level, thus it transcends time and space, opening up new possibilities for healing and human connection at a deeper level than physical interaction. I quote: …we learn from one another how to be human by identifying ourselves with others, finding their dilemmas in ourselves. What we all learn from it is self-knowledge. The self we learn about …is every self. IT is universal – the human self. We learn to recognize ourselves in others…(it) keeps alive our common humanity and avoids reducing self or other to the moral status of object. Caring (Healing) Consciousness The dynamic of transpersonal caring (healing) within a caring moment is manifest in a field of consciousness. The transpersonal dimensions of a caring moment are affected by the
nurse’s consciousness in the caring moment, which in turn affects the field of the whole. The role of consciousness with respect to a holographic view of science have been discussed in earlier writings and include the following points: The whole caring-healing-loving consciousness is contained within a single caring moment. The one caring and the one being cared for are interconnected; the caring-healing process is connected with the other human(s) and the higher energy of the universe; the caring-healing-loving consciousness of the nurse is communicated to the one being cared for; caring-healing-loving consciousness exists through and transcends time and space and can be dominant over physical dimensions. Within this context, it is acknowledged that the process is relational and connected; it transcends time, space, and physicality. The process is intersubjective with transcendent possibilities that go beyond the given caring moment. The Future of Nursing Nursing’s future and nursing in the future will depend upon nursing maturing as a distinct health, healing and caring profession that it has always represented across time, but has yet to actualize. Nursing, thus ironically, now is challenged to stand and mature within its own paradigm, while simultaneously having to transcend it and share with others. The future already reveals that all health care practitioners will need to work within a shared framework of caring relationships; mindbodyspirit medicine; embracing healing arts, caring practices, and processes; and the spiritual dimensions of care much more completely. Thus, nursing is at its own cross road of possibilities, among world views, paradigms, centuries and eras; invited and required to build upon its heritage and latest evolution in science and technology; but, to transcend itself for a postmodern future yet to be known. However, nursing’s future holds promises of caring and healing mysteries and models yet to unfold as opportunities for offering compassionate caritas service await at individual, system, societal, national and global
levels for self, profession, and the broader world community. Watson Caring Science Scholar Programs Find out moreDonate Please consider a tax-deductible donation to support the global reach of Jean Watson and Watson Caring Science Institute. DONATEConnectMEMBER LOGINContact InfoNewsletterSocial MediaCaritas QuotesPoliciesTerms & ConditionsPrivacy PolicyCancellation & Refund PolicyTranslation Select Language Afrikaans Albanian Amharic Arabic Armenian Azerbaijani Basque Belarusian Bengali Bosnian Bulgarian Catalan Cebuano Chichewa Chinese (Simplified) Chinese (Traditional) Corsican Croatian Czech Danish Dutch Esperanto Estonian Filipino
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© 2010 Watson Caring Science Institute Page 1 Assembled by A.L. Wagner Core Concepts of Jean Watson’s Theory of Human Caring/Caring Science The Core Priniciples/Practices: Evolving From Carative to Caritas (Watson, 2008, p. 34) -kindness and equanimity colleague, family, etc.) of mind/body/spirit—beyond ego -healing environment ess to the unexpected and inexplicable life events) Core Concepts of the Theory: moral/ethical/philosophical foundation of love and values
to higher “spiritual” caring created by “Caring Moments”) —honoring his/her needs, wishes, routines, and rituals ther as person—connection as human beings -centered/healing caring based on practicing and honoring wholeness of mind- body-spirit in self and each other —maintaining balance d “being” with another who is in need (What (skills) you do and how (caring conscious intention) you do it.) -centered Encounters with another person When two people, each with their own “phenomenal field”/background come together in a human-to-human transaction that is meaningful, authentic, intentional, honoring the person, and sharing human experience that expands each person’s worldview and spirit leading to new discovery of self and other and new life possibilities.
ethical, intuitive, personal, cultural, spiritual) presence to the humanism of self and other) (see Cara, C. (2003). A Pragmatic View of Jean Watson’s Caring Theory, www.humancaring.org (under “continuing education) the arts, meditation, etc.) o What is the meaning of caring for the person/families/myself? o How do I express my caring consciousness and commitment to my patients/clients? To colleagues? To the institution? To the community and larger world? o How do I define self, nurse, person, environment, health/healing, and nursing? o How do I make a difference in people’s life and suffering? o How do I increase the quality of people’s healing and dying process? o How can I be informed by the clinical caritas processes in my practice? o How can I be inspired by Watson’s caring theory in my practice? http://www.humancaring.org/ Page 2 © 2010 Watson Caring Science Institute Assembled by A.L. Wagner
story (Tell me about yourself, your life experiences, your feelings, your bodily sensations, your goals and expectations, your culture, etc., so I may honor you and your healing pathway.) o Tell me about your health? What is it like to be in your situation? o Tell me how you perceive yourself? What are your health priorities? o How do you envision your life? o What is the meaning of healing for you? ring for self, caring for each other, caring for patients/clients/families, caring for the environment/nature and the universe. groups/environments. tas Processes: Guidelines for putting Love/Heart-Centered Caring practice into action: 1. Practicing loving-kindness and equanimity within context of caring consciousness. 2. Being authentically present and enabling, and sustaining the deep belief system and
subjective life world of self and one-being cared for. 3. Cultivating one’s own spiritual practices and transpersonal self, going beyond ego self. 4. Developing and sustaining a helping-trusting, authentic caring relationship. 5. Being present to, and supportive of the expression of positive and negative feelings. 6. Creatively using self and all ways of knowing as part of the caring process; engaging in artistry of caring-healing practices. 7. Engaging in genuine teaching-learning experience that attends to wholeness and meaning, attempting to stay within other’s frame of reference. 8. Creating healing environment at all levels, whereby wholeness, beauty, comfort, dignity, and peace are potentiated. 9. Assisting with basic needs, with an intentional caring consciousness, administering ‘human care essentials,’ which potentiate alignment of mind- body-spirit, wholeness in all aspects of care. 10. Opening and attending to mysterious dimensions of one’s
life-death; soul care for self and the one-being-cared for; “allowing and being open to miracles.” © 2010 Watson Caring Science Institute Page 3 Assembled by A.L. Wagner Evolution of Jean Watson’s Carative Factors/Caritas Processes Over Time Carative Factors (1979, 1985) Caritas Processes (2002-2008) (Some agencies/individuals refer to the Caritas Processes as “Caring Practices.”) Caritas Literacy (Competencies) (from draft of working document subgroup of International Caritas Consortium, © June 2007, Jean Watson, et al.; modified by Jean Watson, Jan. 30, 2008) from Watson, J. (2008). Nursing:
The Philosophy and Science of Caring (rev. ed.), Boulder: University Press of Colorado (pp.281-288). Caritas Consciousness 1 Formation of humanistic- altruistic system of values Practicing loving-kindness and equanimity within context of caring consciousness. Wording of other systems using Watson’s theory: Embrace altruistic values and practice loving kindness with self and others. Practice acts of kindness. (Hebrew Rehabilitation Center[HRC]) My respect for this patient (others) allows me to be available to him/her: universe;
-care and caring for others. y with genuine concern to others. d others. 2 Instillation of faith-hope Being authentically present and enabling and sustaining the deep belief system of self and one being cared for. Wording of other systems using Watson’s theory: Instill faith and hope and honor others Instill trust and hope by being available to meet the needs of others. (HRC)
By listening, I was able to honor this patient’s (other’s) belief system and enable him/her to feel his/her own sense of faith/hope. ce/reflection/pause. problem to be solved. healing and wholeness. meaningful and important to them into care plan. . Page 4 © 2010 Watson Caring Science Institute Assembled by A.L. Wagner 3 Cultivation of sensitivity to oneself and others
Cultivating one’s own spiritual practices and transpersonal self, going beyond ego self (working from a more full consciousness of heart-centeredness—opening to all chakras) Wording of other systems using Watson’s theory: Be sensitive to self and others by nurturing individual beliefs, personal growth, and practices. Nurture individual spiritual beliefs and religious practices. (HRC) By being more responsive to the patient’s(other’s) needs and feelings, I was able to create a more trusting-helping- caring relationship. -reflection (journaling, prayer, meditation, artistic expression); demonstrates willingness to explore one’s feelings, beliefs and values for self-growth. situations vs. being judgmental.
forgiveness, surrender, and compassion. basic spiritual level as unique and worthy of our respect and caring. e’s self and others as human beings. -center 4 Development of a helping- trusting (human caring) relationship Developing and sustaining a helping-trusting authentic caring relationships. Wording of other systems using Watson’s theory: Develop helping-trusting caring relationships. Develop helpful and trusting relationships with residents/ patients, families, and staff.
(HRC) I develop helping-trusting caring relationships with patients (others), families, and members of the health care team. in the moment and in the relationship. reference. of need. -judgmental attitudes. experience. o Brings full honest, genuine self to relationship. o Demonstrates sensitivity and openness to others. o Engages in I-Thou relationships vs. I-It relationships. communications (verbal and nonverbal). d. communication: o Engages in communication that promotes healthy living; does not engage in gossip.
o Engages in effective, loving communication; does not engage in rumors. o Engages in proactive problem-solving; does not engage in chronic/excessive complaining. o Encourages activities that maximize independence and individual freedom, not dependence. o Engages in activities that promote healthy growth. o Engages in activities that promote safe ethical, mature, © 2010 Watson Caring Science Institute Page 5 Assembled by A.L. Wagner healthy growth experiences; does not engage in unethical, illegal, safety-risk or seductive behavior. ir concern(s). 5 Promotion and acceptance of the expression of positive and negative feelings Being present to, and supportive of the expression of positive and negative feelings as a connection with deeper spirit of self and the one-being-cared for
Wording of other systems using Watson’s theory: Promote and accept positive and negative feelings; authentically listen to another’s story. Promote and accept the expression of positive and negative feelings. (HRC) I co-create caring relationships in caring environments to promote spiritual growth. and emerging.) ive/storytelling as a way to express understanding. appropriate. od aspects of their situation. self without being consumed by other’s feelings.
feelings. 6 Systematic use of the scientific problem-solving method of decision-making Refined in 1985: Systematic use of creative problem-solving caring process Creatively using self and all ways of knowing as part of the caring processes; engaging in artistry of caring-healing practices. Wording of other systems using Watson’s theory: Use creative scientific problem- solving methods for caring decision-making. Use creative problem-solving to meet the needs of others. (HRC)
I exercise other-centered problem solving and scholarship in caring for this patient (other). metaphysical ways of knowing with creative, imaginative, and critical thinking for full expression of caring arts and sciences. s and integrates an awareness that the presence of oneself is an effective element of the plan of care for others. intentional touch; voice, authentic presence; movement; artistic expression; journaling; play- laughter-gaiety; spontaneity; music/sound; preparation; breathing; relaxation/imagery/ visualization; intentionality; appropriate eye contact; smiling/positive gestures; active listening; nature/light/sound/noise protection; etc.…. ges others to ask questions. meaning in their situations/life journeys in dealing with their health/self-health approaches. 7 Promotion of interpersonal teaching- Engaging in genuine teaching- learning experiences that attend
to unity of being and meaning, The co-created caring relationship promotes knowledge, growth, empowerment and healing processes and possibilities for patients (others) and for self. Page 6 © 2010 Watson Caring Science Institute Assembled by A.L. Wagner learning. Refined in 1985: Promoting transpersonal teaching- learning attempting to stay within another’s frame of reference. Wording of other systems using Watson’s theory: Share teaching and learning that addresses the individual needs, readiness, and learning styles. Perform teaching and learning
that addresses individual needs and learning styles. (HRC) telling their life experiences. giving them full attention at the moment. worldview; then shares, coaches, and provides information, tools, and options to meet others’ needs (works from others’ frame of reference). -creation. their understanding, knowledge, readiness to learn. are thinking about their illness/health. and concerns to ask health care professionals. 8 Provision for a supportive, protective, and/or corrective
mental, physical, sociocultural, and spiritual environment. Creating healing environment at all levels (physical, non-physical, subtle environment of energy and consciousness), whereby wholeness, beauty, comfort, dignity, and peace are potentiated. Wording of other systems using Watson’s theory: Create healing environment for the physical and spiritual self which respects human dignity. Create a healing environment for physical and spiritual needs. (HRC) By promoting the caring relationship I created space for this patient (other) to generate his/her own wholeness and healing. occur. -healing consciousness. entions.
rs’ times frames
9 Assistance with gratification of human needs. Reverently and respectfully assisting with basic needs, with an intentional caring consciousness, administering “human care essentials,” which I was able to help meet the needs this patient (other) identified for him/herself. e individual needs. © 2010 Watson Caring Science Institute Page 7 Assembled by A.L. Wagner potentiate alignment of mind- body-spirit, wholeness and unity of being in all aspects of care; (allowing for spirit-filled connection). Wording of other systems using Watson’s theory: Assist with basic physical, emotional, and spiritual human needs.
Assist with basic physical and emotional needs. (HRC) onsive to others’ family, significant others, loved ones. unique needs. participating in life force of another. restoration, and sleep. 10 Allowance for existential- phenomenological forces Refined in 1985: Allowance for existential- phenomenological -spiritual forces
Opening and attending to spiritual-mysterious, and unknown existential dimensions of one’s own life-death-suffering; soul care for self and the one- being-cared for; “allowing for a miracle” Wording of other systems using Watson’s theory: Open to mystery and allow miracles to happen. Slow down and allow space for unexpected wonder. (HRC) Be open to discovery of possibilities and miraculous life- death events. I allow for miracles to take place with self and others. appropriate. ges one’s own and others’ inner feelings.
others. all situations where life exists. hat some life happenings are inexplicable. Cara, C. (2003). A Pragmatic View of Jean Watson’s Caring Theory, www.humancaring.org (under “continuing education”) Watson, J. (2008). Nursing: The Philosophy and Science of Caring (rev. ed.), Boulder: University Press of Colorado.

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Description of how the concepts of the theory or model fit to the .docx

  • 1. Description of how the concepts of the theory or model fit to the mission and philosophy of the institution 15% Clearly and logically describes the fit of the theory or model to the institution’s philosophy and mission. Provides examples of how the theory or model fit to the philosophy and mission of the institution. Clearly and logically describes the fit of the theory or model to the institution’s philosophy and mission. No examples of how the theory or model fit to the philosophy and mission of the institution are described. Fit of the theory or model to the mission and philosophy of the institution is described but lacks clarity in description. Fit of the theory or model to the mission and philosophy of the institution is described but is not logical. Does not include a slide on the fit of theory or model to the institution’s philosophy and mission. I am responsible for slides 7-8 on the power point presentation! The above requirements are based on Watson’s theory. Use the posted reading material to complete the power point. APA format please TEACHING AND LEARNING TO STANDARDS Reading and Literature – A Glossary of Literary Terms 1 A GLOSSARY OF LITERARY TERMS
  • 2. LITERARY DEVICES Alliteration: The repetition of initial consonant sounds used especially in poetry to emphasize and link words as well as to create pleasing, musical sounds. Example—the fair breeze blew, the white foam flew. Allusion: A reference to a well-known person, place, event, literary work, or work of art to enrich the reading experience by adding meaning. Characterization: Techniques a writer uses to create and develop a character by what: • he/she does or says, • other characters say about him/her, or how they react to him/her • the author reveals directly or through a narrator. Dialect: Speech that reflects pronunciation, vocabulary, and grammar typical of a geographical region. Flashback: Interruption of the chronological
  • 3. (time) order to present something that occurred before the beginning of the story. Figurative Language: Language that has meaning beyond the literal meaning; also known as “figures of speech.” • Simile: comparison of two things using the words “like” or “as,” e.g. “Her smile was as cold as ice.” • Metaphor comparison of two things essentially different but with some commonalities; does not use “like” or “as,” e.g. “Her smile was ice.” • Hyperbole: a purposeful exaggeration for emphasis or humor. • Personification: human qualities attributed to an animal, object, or idea, e.g. “The wind exhaled.” Free Verse: Poetry that does not conform to a regular meter or rhyme scheme. Poets who write in free verse try to reproduce the natural rhythms of spoken language. Foreshadowing: Important hints that an author drops to prepare the reader for what is to come, and help the reader anticipate the outcome.
  • 4. Imagery: Words or phrases that appeal to the reader’s senses. Humor: The quality of a literary or informative work that makes the character and/or situations seem funny, amusing, or ludicrous. Irony: A technique that involves surprising, interesting, or amusing contradictions or contrasts. Verbal irony occurs when words are used to suggest the opposite of their usual meaning. An irony of situation is when an event occurs that directly contradicts expectations. Onomatopoeia: The use of words that imitate sounds. Examples would be hiss, buzz, swish, and crunch. Point of View: Perspective from which the story is told • First-person: narrator is a character in the story; uses “I,” “we,” etc. • Third-person: narrator outside the story; uses “he,” “she,” “they” • Third-person limited: narrator tells only what one character perceives • Third-person omniscient: narrator can see into the minds of all characters.
  • 5. Satire: Writing that comments humorously on human flaws, ideas, social customs, or institutions in order to change them. TEACHING AND LEARNING TO STANDARDS Reading and Literature – A Glossary of Literary Terms 2 Style: The distinctive way that a writer uses language including such factors as word choice, sentence length, arrangement, and complexity, and the use of figurative language and imagery. Suspense: A feeling of excitement, curiosity, or expectation about what will happen. Symbol: Person, place, or thing that represents something beyond itself, most often something concrete or tangible that represents an abstract idea. LITERARY FORMS Autobiography: A writer’s story of his or her own life.
  • 6. Biography: A writer’s account of some other person’s life. Comedy: Writing that deals with life in a humorous way, often poking fun at people’s mistakes. Drama: Also called a play, this writing form uses dialogue to share its message and is meant to be performed in front of an audience. Essay: A short piece of nonfiction that expresses the writer’s opinion or shares information about a subject. Fable: A short story that often uses talking animals as the main characters and teaches an explicit moral or lesson. Fantasy: A story set in an imaginary world in which the characters usually have supernatural powers or abilities. Folktale: A story originally passed from one generation to another by word of mouth only.
  • 7. The characters are usually all good or all bad and in the end are rewarded or punished as they deserve. Historical Fiction: A made-up story that is based on a real time and place in history, so fact is mixed with fiction. Myth: A traditional story intended to explain some mystery of nature, religious doctrine, or cultural belief. The gods and goddesses of mythology have supernatural powers, but the human characters usually do not. Novel: A book-length, fictional prose story. Because of its length, a novel’s characters and plot are usually more developed than those of a short story. Poetry: A literary work that uses concise, colorful, often rhythmic language to express ideas or emotions. Examples: ballad, blank verse, free verse, elegy, limerick, sonnet. Prose: A literary work that uses the familiar spoken form of language, sentence after sentence.
  • 8. Realistic Fiction: Writing that attempts to show life as it really is. Science Fiction: Writing based on real or imaginary scientific developments and often set in the future. Short Story: Shorter than a novel, this piece of literature can usually be read in one sitting. Because of its le ngth, it has only a few characters and focuses on one problem or conflict. Tall Tale: A humorous, exaggerated story often based on the life of a real person. The exaggerations build until the character can accomplish impossible things. LITERARY ELEMENTS Action: Everything that happens in a story. Antagonist: The person or force that works against the hero of the story. (See protagonist)
  • 9. TEACHING AND LEARNING TO STANDARDS Reading and Literature – A Glossary of Literary Terms 3 Character: One of the people (or animals) in a story. Climax: The high point in the action of a story. Conflict: A problem or struggle between two opposing forces in a story. There are four basic conflicts: • Person Against Person: A problem between characters. • Person Against Self: A problem within a character’s own mind. • Person Against Society: A problem between a character and society, school, the law, or some tradition. • Person Against Nature: A problem between a character and some element of nature-a blizzard, a hurricane, a mountain climb, etc. Dialogue: The conversations that characters have with one another. Exposition: The part of the story, usually near the
  • 10. beginning, in which the characters are introduced, the background is explained, and the setting is described. Falling Action: The action and dialogue following the climax that lead the reader into the story’s end. Mood: The feeling a piece of literature is intended to create in a reader. Moral: The lesson a story teaches. Narrator: The person or character who actually tells the story, filling in the background information and bridging the gaps between dialogue. (See Point of View.) Plot: The action that makes up the story, following a plan called the plot line. Plot line: The planned action or series of events in a story. There are five parts: exposition, rising action, climax, falling action, and resolution. Protagonist: The main character in a story, often a
  • 11. good or heroic type. Resolution: The part of the story in which the problems are solved and the action comes to a satisfying end. Rising Action: The central part of the story during whic h various problems arise after a conflict is introduced. Setting: The place and the time frame in which a story takes place. Style: The distinctive way that a writer uses language including such factors as word choice, sentence length, arrangement, and complexity, and the use of figurative language and imagery. Theme: The message about life or human nature that is “the focus” in the story that the writer tells. ADDITIONAL VOCABULARY Article: A complete piece of writing, as a report or
  • 12. essay, that is part of a newspaper, magazine, or book. Atlas: A book of maps. Encyclopedia: A book that contains information on many subjects; or comprehensive information in a particular field of knowledge; usually arranged alphabetically. Fiction: A literary work whose content is based on the imagination and not on fact. Glossary: An alphabetical listing of difficult, technical, or foreign terms with definitions or translation; usually found at the end of a book. TEACHING AND LEARNING TO STANDARDS Reading and Literature – A Glossary of Literary Terms 4 Index: An alphabetical listing that gives page numbers or books where information can be found.
  • 13. Mystery: A novel, story, or play involving a crime or secret activity and its gradual solution. Nonfiction: True writing, based on factual information. Periodical: Another word for magazine. Reference: A type of book that provides information arranged for easy access. Series: Several books related in subject, or dealing with the same characters. Table of Contents: The part of a book which lists the chapters or contents within the book. “Then Dinarzad cleared her throat and said, ‘Sister, if you are not sleepy, tell us one of your lovely little tales to while away the night, before I bid you good-bye at daybreak, for I don’t know what will happen to you tomorrow.’ Shahrazad turned to King Shahrayar and said, ‘May I have your permission to tell a story?’ He replied, ‘Yes,’ and Shahrazad was very happy and said, ‘Listen’:” (Norton 1186-87)
  • 14. Time/Date of Composition Preview Author sources and cultures across Asia and North Africa (13th Century Abbasid Manuscript via Wikimedia Commons) https://en.wikipedia.org/wiki/One_Thousand_and_One_Nights#/ media/File:ManuscriptAbbasid.jpg
  • 15. Syrian paper dating to 879 CE Nights es to the 10th Century CE. This document is a catalogue by Ibn al-Nadim, a book dealer in Baghdad from an original called Hazar Afsan Time/Date Time/Date of Composition Persian title of the Thousand and One Nights original Hazar Afsan has never been discovered (Shahrazad by В.А. Серов, early 20th Century via Wikimedia Commons) https://en.m.wikipedia.org/wiki/File:Scheherazade_by_V._Serov _01.jpg
  • 16. Abbasid Caliphate. dynasty that ruled the Middle east from 758 to 1258 CE “succession”— an Islamic state led by a supreme religious and political leader known as a caliph Contextual Information Umayyads Caliphate) with the support of many different people, thereby integrating non-Arab groups, such as Persians, into Arabic culture eight, the Abbasid Caliphate ruled over modern-day Saudi Arabia, Egypt, Oman, Yemen, Iran, Iraq, Jordan, and Lebanon! Contextual Information Contextual Information (Map of Abbasid Caliphate via Wikimedia Commons)
  • 17. https://en.wikipedia.org/wiki/Abbasid_Caliphate#/media/File:A bbasids850.png Contextual Information was a time of prosperity and stable government, which in turn supported the flourishing of art, science, and literature (Faquih and Students, 8-13th Centuries via Wikimedia Commons) https://commons.wikimedia.org/wiki/File:Faqih_and_students.p ng Contextual Information -Rashid (translates into “Aaron the Upright”) was the fifth Abbasid Caliphate characterized by great
  • 18. cultural and religious wealth (Harun al-Rashid via Wikimedia Commons) https://upload.wikimedia.org/wikipedia/commons/a/ae/Harun_A l- Rashid_and_the_World_of_the_Thousand_and_One_Nights.jpg called Bayt al- Hikma—a source for learning and translation works, including the 1,001 Nights Nights: Abu Nuwas (classical Arabic poet), Ibrahim al- Mawsili (singer) Contextual Information Translation history. to translation. For example, the Arabic text is derived from a Persian source, but behind both of these sources is probably a Indian (Sanskrit) version
  • 19. based on a different manuscript or combination of manuscripts, some of which are no longer extant” (Sallis 3) al tradition Contextual Information describe 1,001 Nights: hikayah, hadith, and khurafah used) bulous fictions and incredible stories” (Sallis 8) Contextual Information Antoine Galland in the early 18th century the Sailor, Ali Baba, and Aladdin, along with other stories heard from a Lebanese Christian
  • 20. Cairo Arabic peoples (think: Orientalism) Contextual Information narrative “tale within a tale,” or which contains several tales in Eastern and Western tradition – in fact, these kinds of stories probably originated in India Forest Gump, and Slumdog Millionaire Form https://youtu.be/ByehYal_cCs https://youtu.be/uPIEn0M8su0
  • 21. https://youtu.be/hHAoAkyeVko Form wa-Layla translates literally into “Thousand and One Nights” title that suggests there is a rich abundance of the stories in this collection – the stories are unending (16th Century map of Soltaniyeh, Iran via Wikimedia Commons) https://commons.wikimedia.org/wiki/File:Matrak%C3%A7%C4 %B1_Nasuh_Soltaniyeh_Map_(1).JPG versions of 1,001 Nights, including
  • 22. tures Form -telling Themes “Having wiped out these leaders, then, and changed their partisans into his friends, the Duke had laid very good foundations for his power, holding all the Romagna along with the dukedom of Urbino, especially since he believed he had made the Romagna his friend and gained the support of all those people, through their getting a taste of well-being” (Norton 1631) � �Author
  • 23. �Time/Date of Composition �Contextual Information �Form �Major Themes Preview � �Niccolò Machiavelli (1469-1527) à born to a notable, but powerless family �Lived and worked in Florence, Italy � Except for when he served as a diplomat �Heavily involved in the political scene �Remembered and “known” for writing The Prince, but wrote other fiction and non-fiction texts too Author � Author �Some major works � Discourses on the First Ten Books of Livy (1513-21) � The Prince (1513) � La mandragola (1520)
  • 24. � The Art of War (1521) � The Florentine Histories (1532) (The Prince (1921) book cover via Open Library) � �Machiavelli wrote The Prince in 1513 � Was unfairly accused of conspiracy by the Medici Family, and then imprisoned and tortured (Norton 1626) � Left city for the countryside for several years, which is when he wrote The Prince �The Prince was part of an attempt to regain public office (Norton 1626) à that’s why it’s dedicated to Lorenzo of the Medici Family Time/Date of Composition � � The Prince belongs to a genre of handbooks, or advice- writing, for leaders. It is contextualized by other political writings, such as � The Education of a Christian Prince (1516) by Erasmus � Traditional Renaissance handbooks “couched their advice
  • 25. in the language of Christian morality” (think: Augustine’s Confessions for reference) & “their point was to remind the ruler to remain virtuous” (Norton 1626) � The Prince CLASHED with these texts because it argues that maintaining political stability sometimes means the ruler must be deceptive and violent (Norton 1626) Contextual Information � � Written in the form of a non-fiction book à a kind of “handbook” for learning how to rule and keep power � Consists of 26 chapters � “The first eleven deal with different types of dominions and how they are acquired and preserved” (Norton 1626) � Chapters 12 – 14 “focus on problems of military power” (Norton 1626) � Chapters 15 – 26 are the most famous parts of The Prince; they deal with “the attributes and ‘virtues’ of the prince himself” (Norton 1626) Form � Being realistic about the world.
  • 26. For there is such a difference between the way men live and the way they ought to live, that anybody who abandons what is for what ought to be will learn something that will ruin rather than preserve him, because anyone who determines to act in all circumstances the part of a good man must come to ruin among so many who are not good. Hence, if a prince wishes to maintain himself, he must learn how to be not good, and to use that ability or not as is required. (Norton 1632) Major Themes � Major Themes (Machiavelli Meme) � “The ends justifies the means.” The Duke has Messer Remirro de Orco establish order in Romagna (a region in modern-day northern Italy), and then… because he knew that past severities had made some men hate him, he determined to purge such men’s minds and win them over entirely by showing that any cruelty which had gone on did not originate with himself but with the harsh nature of his agent. So getting an opportunity for it, one morning at Cesena he had Messer Remirro laid in two pieces in the public square with a block of wood and a bloody sword near him. (Norton 1631)
  • 27. Major Themes � Fortune/luck. That is, if a prince bases himself entirely on Fortune, he will fall when she varies. I also believe that a ruler will be successful who adapts his mode of procedure to the quality of the times, and likewise that he will be unsuccessful if the times are out of accord with his procedure. (Norton 1633) Major Themes � Free will. Nevertheless, because the freedom of the will should not be wholly annulled, I think it may be true that Fortune is arbiter of half of our actions, but that she still leaves the control of the other half, or about that, to us. (Norton 1633) Major Themes “Whereas on the contrary, ordinary humanity would seem to require not merely that we refrain
  • 28. from exciting or increasing wrath among men by evil speaking, but that we study to extinguish wrath by kind speaking” (852) � �Author �Time/Date of Composition �Contextual Information �Form �Major Themes Preview � Author �Augustine (354 CE 430 CE) was born to a Roman family in modern-day Algeria �His father was Patricius (Latin version of Patrick) and his mother was Monica � His mother was a devout Christian (“The Four Doctors of the Western Church, Saint Augustine of Hippo” by Gerard Seghers via Wikimedia Commons)
  • 29. � �Augustine first attended school in Madaurus (modern-day Algeria) and then in Carthage à he studied rhetoric and philosophy (Norton 832) �He describes himself as a bright, but mischievous boy who was frequently punished at school: I, poor wretch, could not see the use of the things I was sent to school to learn; but if I proved idle in learning, I was soundly beaten. For this procedure seemed wise to our ancestors: and many, passing the same way in days past, had built a sorrowful road by which we too must go, with multiplication of grief and toil upon the sons of Adam (49) Author � �Augustine was a teacher and public speaker for a good part of his life, teaching in Thagaste, Carthage, Rome, and Milan (Norton 832) �But his successful career as a teacher and public speaker made him unhappy, and he describes his students in Carthage as “a pack of madmen” who “play havoc with the order which the master has established for the good of his pupils” (Norton 844)
  • 30. Author � �Augustine describes a moment in the garden in which he hears a child’s voice singing “take and read, take and read.” The song inspires him to turn to a random part of the Bible: “not in rioting and drunkenness, not in chambering and impurities, not in contention and envy, but put ye on the Lord Jesus Christ and make not provision for the flesh in its concupiscences” (849) �Augustine saw this occurrence as a sign that he should convert to Christianity, which he did Author � Time/Date of Composition � Augustine began work on the Confessions around 397, when he was in his early 40s � According to our textbook, “He seems to have been suffering from a terrible case of writer’s block, with several half-finished pieces of work on hand” (Norton
  • 31. 833) � Writing the Confessions “cured” his writer’s block (“Writer’s Block” from Writers Write) � �Augustine explored a variety of religious sects before converting to Christianity, namely: Manicheanisn and Neoplatonism �Manicheanism was: “a dualistic religion that resembled Christianity in emphasizing the life of the mind and the drive toward increasing spiritual purity, though the two religions differed very significantly in their views of the nature of God” (Norton 832) �You can read more about it here Contextual Information � �Neoplatonism was a school of thought that extended the philosophy of Plato (largely an academic philosophy) into religious and/or mystical matters. �Neoplatonists believed that creation emanates from a single source of goodness, and that every creation
  • 32. away from the “single source” is less perfect (“Neoplatonism” from New World Encyclopedia) �They also believed that evil does not exist, and that it is basically the absence of good Contextual Information � �Augustine’s Confessions have two forms, or genres: the autobiography and the confession �An autobiography is the story of a person’s life in their own words. Note: the autobiography was virtually unknown in Augustine’s time—his Confessions is one of the early examples! � E.g.: Augustine recounts biographical moments of his life, like his childhood in Thagaste and going to school Form � �A confession is: “a full account of one’s sins” (Norton 833) � E.g.: Augustine confesses sins like stealing pears from a neighbor’s tree and having multiple mistresses �Augustine reasons that confessing his sins will show
  • 33. others it can be good to examine one’s personal struggles, and that “everyone is on a spiritual journey” Form � Thus Augustine explains in Book 10, Chapter 5 (not in our textbook): But there is hope, because thou art faithful and thou wilt not allow us to be tempted beyond our ability to resist, but wilt with the temptation also make a way of escape that we may be able to bear it. I would therefore confess what I know about myself; I will also confess what I do not know about myself. What I do know of myself, I know from thy enlightening of me; and what I do not know of myself, I will ocntinue not to know until the time when my “darkness is as the noonday” in thy sight” (Confessions trans. & ed. by Dr Albert Outler) Form � �Sin, sinfulness �Knowledge �Suffering �Pride, lust �Earthly love vs heavenly love (i.e., God’s love) Major Themes
  • 34. “The Master said: ‘When the father is alive, watch the son’s aspirations. When the father is dead, watch the son’s actions. If three years later, the son has not veered from the father’s way, he may be called a dutiful son indeed’” (1335) Preview Author – 479 BCE version of his Chinese name, Kong Qiu
  • 35. (today = Shandong Province) into the lower ranks of hereditary nobility (Norton 766) (Rubbing on paper of Confucius engraved Stone Slab from Internet Encyclopedia of Philosophy) https://goo.gl/maps/M9Fuwpf3SQH2 https://www.iep.utm.edu/confuciu/ veled throughout China sharing his spent the rest of his life as a teacher (Norton 767) 766) y Confucius. They were collected and written by his disciples (Norton 768) Author – 100 BCE, “when Confucius’s ideas were gaining influence and it became necessary to create a representative collection of his sayings out of the vast body of Confucius lore that circulated in various other books” (Norton 768)
  • 36. form about 279 years after Confucius’s death! Time/Date of Composition Contextual Information y admires the Zhou Dynasty, particularly King Wen, King Wu, and the Duke of Zhou (Norton 767) was King Wu’s father (King Wen of the Zhou Dynasty via Wikipedia) https://en.wikipedia.org/wiki/King_Wen_of_Zhou#/media/File: King_Wen_of_Zhou.jpg government that took care of its people and developed “wise policies” (Norton 767)
  • 37. country and defending King Cheng’s (King Wu’s son) r important to Confucius because he was someone who cared more for “the welfare of the dynasty” than for his own ambitions (Norton 767) action Contextual Information Form ink on thin strips of bamboo (The Analects of Confucius by R. Eno) quotations, conversations, and anecdotes” (Norton “books” basically chapters (Rongo Analects, Vol 2 via Wikipedia) http://www.indiana.edu/~p374/Analects_of_Confucius_(Eno- 2015).pdf https://en.wikipedia.org/wiki/Analects#/media/File:Rongo_Anal
  • 38. ects_02.jpg Rituals are thus used… to make social life meaningful” (Norton 768). A person must learn ritual within the context of their own community through practice and self-cultivation. (Norton 768) “superior person”/ “gentleman” (Norton 768) Major Themes something and then to put it into practice at the right time: is this not a joy? To have friends coming from afar: is this not a delight? Not to be upset when one’s merits are ignored: is this not the mark of a gentleman?’” (1.1 Norton 770) Major Themes how people should treat one another
  • 39. blishes a hierarchical order of relationships, the most important of which is the relationship between parent and child (esp father and son) Major Themes asked Confucius about government. Confucius replied: ‘Let the lord be a lord; the subject a subject; the father a father; the son a son.’ The Duke said: ‘Excellent! If indeed the lord is not a lord, the subject not a subject, the father not a father, the son not a son, I could be sure of nothing anymore—not even of my daily food’” (12.11 Norton 777) Major Themes especially when the junzi (aristocrat / gentleman) is the one engaging in efficient action can be so powerful that there is no need to resort to lowly means of war and violence became the basis of
  • 40. the traditional Chinese view of rulership” (Norton 769) Major Themes settle among the nine barbarian tribes of the East. Someone said: ‘It is wild in those parts. How would you cope?’ The Master said: ‘How could it be wild, once a gentleman has settled there?’” (9.14 Norton 775) Major Themes There was no better way than mine. No more advice! If I had eyes, how could They bear to look at my father in Hades? Or at my devastated mother? Not even Hanging could right the wrongs I did them both. (lines 1554-58) � �Author �Time/Date of Composition �Contextual Information �Form �Major Themes
  • 41. Preview � Author �Lived circa 496-406 BCE �Spent most of his life in the city-state of Athens �Very popular, well-educated, and productive writer �Only seven of his plays are extant: the three Oedipus plays, Ajax, Trachiniae, Electra, and Philoctetes (“Sophocles” from Wikipedia) � �Sophocles is remembered for his tragic plays AND for changes he made to the theater, including… � “introduction of scene painting” (Norton 482) � “increase of chorus members from twelve to fifteen” (Norton 482) & decreased centrality of chorus to plot � “bringing in a third actor” (Norton 482) à allowed for three-way dialogues
  • 42. Author � � Folks like Sophocles’ writing because his characters seem real � Consider The Epic of Gilgamesh, The Iliad, The Ramayana, and Sunjata. The main characters are all epic heroes… basically, the ancient world’s version of today’s super-heroes. They aren’t “real people” they’re “super”-real � Sophocles’ characters are real—with qualities people can relate to and flaws that make them fallible. They could be… us. � …but hopefully not “us” with Oedipus-level flaws! � Thought exercise: pay attention to any characters you find relatable in Oedipus Rex. What about them is relatable? Do you pity them? Fear them? Author � �Oedipus Rex was probably composed and performed around 429 BCE à be mindful that the exact date is not certain �429 BCE is also the date of a terrible
  • 43. plague in Athens. Some folks argue the plague afflicting Thebes in Oedipus Rex is actually a reference to the plague that was affecting Athens when Sophocles was writing (Norton 484) Time/Date of Composition � Contextual Information � The Oedipus myth was a well-known story in the ancient Greek world (Norton 483). � Consider the following passage from Homer’s The Odyssey (not be confused with The Iliad), dating to the 700s BCE � Note: The Odyssey spells Oedipus’s mother Epicaste instead of Jocasta “Attic Cup: Oedipus and the Sphinx” from Encyclopedia Britannica) �
  • 44. I saw Oedipus’ mother, beautiful Epicaste, Who unwittingly did a monstrous deed, Marrying her son, who had killed his father. The gods soon brought these findings to light; Yet for all his misery, Oedipus still ruled In lovely Thebes, by the gods’ dark designs. But Epicaste, overcome by her grief, Hung a deadly noose from the ceiling rafters And went down to implacable Hades’ realm Leaving behind for her son all of the sorrows A mother’s avenging spirits can cause (Odyssey 11.275-85) Contextual Information � �Oedipus Rex is a tragedy, or a kind of play with a serious subject matter à often focus on questions of ethics � Note: Today, “tragedy” is a term that can also apply to movies, novels, et al �Tragedies possibly originate out of ritual traditions and the worship of Dionysus (Norton 475-76) à regardless, they were very popular in ancient Greece �Tragedies borrow plots from Greek mythology, especially The Iliad and The Odyssey (Norton 476) Form
  • 45. � �Dialogue (aka, the spoken language between characters) in tragedies was written/spoken in iambic meter, “which was supposed to be the verse form closest to normal speech” (Norton 479) � Iambic sounds like characters are speaking normally rather than reciting poetry Form � �Oedipus Rex makes use of dramatic irony �Dramatic irony is a convention of plays (and today, movies) in which the audience knows or understands something the main character doesn’t � Example: the original audience for Oedipus Rex would have known who Oedipus’s real parents really were and were therefore aware of what Oedipus would eventually discover � Thought exercise: can you think of any dramatic irony in recent movies or TV shows you’ve seen? Form � �Literal and metaphorical meanings of language
  • 46. (especially as regards oracles and prophecies) �Blissful ignorance �Free will vs destiny/fate �Crime and punishment Major Themes Peer Review Worksheet Name of author ________________ 1. Introduction: How does the first paragraph introduce both the paper’s topic and your approach or general conclusion? Is the first sentence attention-getting and relevant to the topic? 2. What can you identify as a thesis statement? 3. Structure: Can you identify the organization of the paper from the main idea of each paragraph? What are the main concepts explored in the paper? Does each paragraph make a relevant point that is distinct from what has already been covered? What are the main conclusions? 4. Clarity/Style: Did you find distracting grammar, punctuation, spelling, or word usage problems? Circle them and identify any patterns or themes you detect. Is the tone of the essay formal? If you find awkward sentences, try to explain why they don’t make sense to you. 5. Grammar focus 1: Topic Sentences. Identify the topic sentence in each body paragraph. Does it identify the
  • 47. paragraph’s topic? Does it provide a commentary or rationale for it? Give specific examples. 6. Grammar focus 2: Concise writing. Identify any repetitive and/or redundant language, unnecessary phrases, vagueness, or unnecessary qualifiers? Suggest some possible ways to fix these problems. 7. Resources: Have you clearly identify his/her sources? Is proper in-text and reference format used? 8. What is/are the paper’s greatest strength(s)? Explain. Close Reading and Contextual Analysis 2 Introduction [note: please note this paper is basically the same as the Close Reading and Contextual Analysis 1 assignment, with two changes. One change is in the requirements and the other is in the submissions section. See below!] Close reading. Close reading is a deep analysis of a literary text, with special attention to how it works and what it means. In order to conduct a close reading, you look at textual components, such as: subject, form, and word choices. Subject is the topic, or what the text is “about.” Formconstitutes the text’s generic conventions. For example, The Iliad is an epic poem, and the particular generic conventions of Greek epic poetry are that it’s written in dactylic hexameter, uses extended similes, features a heroic main character, and engages with Greek mythology. Word choice means the type of language the writer or speaker uses, like: metaphor, imagery, alliteration, or repetition. For example,
  • 48. you might investigate how epic similes work in The Iliad. More information on poetic forms* here: https://rpo.library.utoronto.ca/glossary (Links to an external site.)Links to an external site. More information on literary devices here: https://www.ode.state.or.us/teachlearn/subjects/elarts/read ing/resources/readingglossary.pdf (Links to an external site.)Links to an external site. Contextual Analysis. Contextual analysis assesses a text’s historical and cultural contexts by looking at its social, political, economic, philosophical, religious, and/or aesthetic circumstances. For example, one circumstance of Sunjata is the multicultural mingling of traditional and and Islamic religions. A contextual analysis might therefore research traditional and Islamic religions in Western Africa and apply that information to a reading of Sunjata. * All of the assigned readings in Module 1 are different types of epic poetry! Length · 500-word essay (or two-pages, double-spaced), with a works cited page. Please note: the works cited page does not count towards the word count Requirements For this writing assignment, you will conduct a close-reading of one primary text from Modules 2 or 3. Options include: Oedipus Rex, The Analects, Confessions, The Prince, The Thousand and One Nights, "The Story of Yingying," Tale of Genji, or Don Quixote. In addition, you will continue your investigation of the same context from the first Close Reading and Contextual Analysis assignment. For example, if you conducted a close reading of the Sunjata, and contextualized it against traditional religion, then you will continue investigating traditional religion in the second Close Reading and Contextual Analysis assignment. Note: If you're experiencing writer's block on this assignment, shoot me a message via Canvas or e-mail! I'm happy to help you
  • 49. brainstorm. Additional requirements include: · A completed Self-Review Worksheet (click to download) · One revised draft, with a minimum of one popular resource and one scholarly resource. Your textbook does not count. · Information on popular and scholarly resources: http://guides.lib.berkeley.edu/c.php?g=83917&p=374 7680 (Links to an external site.)Links to an external site. · Note: you should check the library resources link in our Canvas site! Format · MLA-style formatting. Please reference the Purdue OWL’s MLA-Style guide, located at: https://owl.purdue.edu/owl/research_and_citation/mla_style/ mla_formatting_and_style_guide/mla_general_format.html (Lin ks to an external site.)Links to an external site. Submission · Completed Self-Review Worksheet AND revised draft via the Close Reading / Context 1 assignment link in Canvas Jean Watson Caring Science as Sacred Science In today’s world, nursing seems to be responding to the various demands of the machinery with less consideration of the needs of the person attached to the machine. In Watson’s view, the disease might be cured, but illness would remain because without caring, health is not attained. Caring is the essence of nursing and connotes responsiveness between the nurse and the person; the nurse co-participates with the person. Watson contends that caring can assist the person to gain control, become knowledgeable, and promote health changes. Major Concepts Society provides the values that determine how one should behave and what goals one should strive toward. Watson (1979)
  • 50. states: “Caring (and nursing) has existed in every society. Every society has had some people who have cared for others. A caring attitude is not transmitted from generation to generation by genes. It is transmitted by the culture of the profession as a unique way of coping with its environment.” Human being is a valued person to be cared for, respected, nurtured, understood, and assisted. Health is the unity and harmony within the mind, body, and soul; health is associated with the degree of congruence between the self as perceived and the self as experienced. Nursing is a human science of persons and human health – illness experiences that are mediated by professional, personal, scientific, esthetic, and ethical human care transactions. Actual caring occasion involves actions and choices by the nurse and the individual. The moment of coming together in a caring occasion presents the two persons with the opportunity to decide how to be in the relationship – what to do with the moment. The transpersonal concept is an intersubjective human-to-human relationship in which the nurse affects and is affected by the person of the other. Both are fully present in the moment and feel a union with the other; they share a phenomenal field that becomes part of the life story of both. (Watson, 1999) Subconcepts Phenomenal field The totality of human experience of one’s being in the world. This refers to the individual’s frame of reference that can only be known to that person.
  • 51. Self The organized conceptual gestalt composed of perceptions of the characteristics of the “I” or “ME” and the perceptions of the relationship of the “I” and “ME” to others and to various aspects of life. Time The present is more subjectively real and the past is more objectively real. The past is prior to, or in a different mode of being than the present, but it is not clearly distinguishable. Past, present, and future incidents merge and fuse. (Watson, 1999) Nursing interventions related to human care originally referred to as carative factors have now been translated into clinical caritas processes (Watson, 2006): 1. The formation of a humanistic-altruistic system of values, becomes: “practice of loving-kindness and equanimity within context of caring consciousness.” 2. The instillation of faith-hope becomes: “being authentically present, and enabling and sustaining the deep belief system and subjective life world of self and one-being-cared-for.” 3. The cultivation of sensitivity to one’s self and to others becomes: “cultivation of one’s own spiritual practices and transpersonal self, going beyond ego self.” 4. The development of a helping-trusting relationship becomes: “developing and sustaining a helping-trusting authentic caring relationship.” 5. The promotion and acceptance of the expression of positive
  • 52. and negative feelings becomes: “being present to, and supportive of the expression of positive and negative feelings as a connection with deeper spirit of self and the one-being-cared- for.” 6. The systematic use of the scientific problem-solving method for decision making becomes: “creative use of self and all ways of knowing as part of the caring process; to engage in artistry of caring-healing practices.” 7. The promotion of interpersonal teaching-learning becomes: “engaging in genuine teaching-learning experience that attends to unity of being and meaning attempting to stay within other’s frame of reference.” 8. The provision for a supportive, protective, and(or) corrective mental, physical, sociocultural, and spiritual environment becomes: “creating healing environment at all levels (physical as well as non-physical), subtle environment of energy and consciousness, whereby wholeness, beauty, comfort, dignity, and peace are potentiated.” 9. Assistance with the gratification of human needs becomes: assisting with basic needs, with an intentional caring consciousness, administering ‘human care essentials,’ which potentiate alignment of mindbodyspirit, wholeness, and unity of being in all aspects of care,” tending to both embodied spirit and evolving spiritual emergence. Watson’s (1979) ordering of needs:a. Lower Order Needs (Biophysical Needs)Survival Needs The need for food and fluid The need for elimination
  • 53. The need for ventilation b. Lower Order Needs (Psychophysical Needs)Functional Needs The need for activity-inactivity The need for sexuality c. Higher Order Needs (Psychosocial Needs)Integrative Needs The need for achievement The need for affiliation d. Higher Order Need (Intrapersonal-Interpersonal Need)Growth-seeking Need The need for self-actualization. 10. The allowance for existential-phenomenological forces becomes: “opening and attending to spiritual-mysterious and existential dimensions of one’s own life-death; soul care for self and the one-being-cared-for.” Assumptions Caring can be effectively demonstrated and practiced only interpersonally. Caring consists of carative factors that result in the satisfaction of certain human needs. Effective caring promotes health and individual or family growth. Caring responses accept a person not only as he or she is now but as what he or she may become.
  • 54. A caring environment is one that offers the development of potential while allowing the person to choose the best action for himself or herself at a given point in time. Caring is more “healthogenic” than is curing. The practice of caring integrates biophysical knowledge with knowledge of human behavior to generate or promote health and to provide ministrations to those who are ill. A science of caring is therefore complementary to the science of curing. The practice of caring is central to nursing. (Watson, 1979). Relationships Transpersonal caring field resides within a unitary field of consciousness and energy that transcend time, space and physicality. A transpersonal caring relationship connotes a spirit-to-spirit unitary connection within a caring moment, honoring the embodied spirit of both practitioner and patient, within a unitary field of consciousness. A transpersonal caring relationship transcends the ego level of both practitioner and patient, creating a caring field with new possibilities for how to be in the moment. The practitioner’s authentic intentionality and consciousness of caring has a higher frequency of energy than noncaring consciousness, opening up connections to the universal field of consciousness and greater access to one’s inner healer. Transpersonal caring is communicated via the practitioner’s energetic patterns of consciousness, intentionality, and authentic presence in a caring relationship.
  • 55. Caring-healing modalities are often noninvasive, nonintrusive, natural-human, energetic environmental field modalities. Transpersonal caring promotes self-knowledge, self-control, and self-healing patterns and possibilities. Advanced transpersonal caring modalities draw upon multiple ways of knowing and being; they encompass ethical and relational caring, along with those intentional consciousness modalities that are energetic in nature that honors wholeness, healing, comfort, balance, harmony, and well-being. (Watson, 2005) Strengths/Weaknesses Strengths: Watson’s work can be used to guide and improve practice. It can provide the nurse with the most satisfying aspects of practice and can provide the client with holistic care. The theory is relatively simple. Watson’s work is logical in that the carative factors are based on broad assumptions that provide a supportive framework. The carative factors are logically derived from the assumptions and related to the hierarchy of needs. The carative factors delineate nursing from medicine. Weakness: Watson’s theory becomes more complex when entering the area of existential-phenomenology, for many nurses may not have the liberal arts background to provide the proper foundation for this area. Analysis It is undeniable that technology has already been part of
  • 56. nursing’s whole paradigm with the evolving era of development. Watson’s suggestion of purely “caring” without giving much attention to technological machineries cannot be solely applied but then her statement is praiseworthy because she dealt with the importance of the nurse patient interaction rather than a practice confined with technology. Watson stated the term “soul-satisying” when giving out care for the clients. Her concepts guide the nurse to an ideal quality nursing care provided for the patient. This would further increase the involvement of both the patient and the nurse when the experience is satisfying. In providing the enumerated clinical caritas processes, the nurse becomes an active co-participant with the patient. Thus, quality of care offered by the nurse is enhanced. (c) 2011 Gonzalo, A. All rights reserved POWERED BY MEMBER LOGIN Navigation HomeDr. Jean WatsonAboutBio SketchPersonal ProfileCVNational / International PresentationsHonors, Fellowships & AwardsJean’s CalendarGlobal Jean – Photo GalleryPublicationsBooksArticlesChapters & MonographsAbstracts & Other PublicationsUnpublished Monographs / Written ReportsCaring ScienceTheory10 Caritas Processes®ResearchMeasurementFree Caritas MeditationVideo Library — SubscriptionCaring Science Theory Teachings10 Caritas Processes®Inspired MeditationsGlobal MeditationsGlobal VideosVideo Library — Members10 Caritas Processes® VideosCaring Science Theory & TeachingsInspired MeditationsConversations with JeanVideo Library —
  • 57. FreeHistorical Caring Science VideosVideo CollectionWCSIWatson Caring Science InstituteAbout WCSIWCSI Fact SheetWatson Caring Science Faculty & StaffResearchCaring Science Measurement ToolsCaring Science AffiliatesBecome an AffiliateGlobal WCSI AssociatesNational WCSI AffiliatesRegional Caring Science ConsortiaStrategic Partners and AlliancesWCSI Membership ProgramWCSI Memberships10 Caritas Processes® VideosCaring Science Theory & TeachingsInspired MeditationsConversations with JeanProgramsDoctoral ProgramsWatson Caring Science Postdoctoral & Postgraduate Summer Scholars ProgramWatson Caring Science Postdoctoral ScholarsDoctoral Dissertation in Caring Science ResearchCaritas Coach Education Program® – CCEPApr 26-28, 2019 — Caritas Coach Education Program® (CCEP)Caritas Coach Education Program® ApplicationCCEP Tuition Payment ScheduleWCSI Events & RegistrationJan 7 – Feb 4, 2019 — Free Global Online Course — Caring Science, Mindful PracticeRequest Contact HoursJan 31 – Feb 2, 2019 — Middle Eastern Nurses & Partners Uniting in Human Caring – Aqaba, JordanApr 25-27, 2019 — Caritas Conscious Dying Coach Certificate Program, Boulder, COGlobal ProgramsHistory of Global ProgramsInternational Caritas Consortium – ICCWCSI Endorsed Events & ProgramsHealing With the Arts – Free Online CourseMar 21-22, 2019 — Nursing Theory: A 50 Year Perspective, Past and FutureJun 8-16, 2019 — Artemis Priestess Pilgrimage with Dr. Jean Watson, Tinos, GreeceDonateCaritas Founders and Charter SponsorsNewsLatest NewsAnnouncementsArticlesAwardsCaritas CommunityInterviewsIn the NewsVideoShopThe Watson Caring Science StoreWCSI Membership PlansCaritas Lab Coats & ScrubsCaring Science LibraryEducational WebinarsJean Watson Touchstones®DownloadablesFree Caritas MeditationAccount InformationMy AccountSize ChartTerms & ConditionsView CartConnectMEMBER LOGINContact InfoNewsletterSocial MediaCaritas Quotes SearchHomeDr. Jean WatsonAboutBio SketchPersonal ProfileCVNational / International
  • 58. PresentationsHonors, Fellowships & AwardsJean’s CalendarGlobal Jean – Photo GalleryPublicationsBooksArticlesChapters & MonographsAbstracts & Other PublicationsUnpublished Monographs / Written ReportsCaring ScienceTheory10 Caritas Processes®ResearchMeasurementFree Caritas MeditationVideo Library — SubscriptionCaring Science Theory Teachings10 Caritas Processes®Inspired MeditationsGlobal MeditationsGlobal VideosVideo Library — Members10 Caritas Processes® VideosCaring Science Theory & TeachingsInspired MeditationsConversations with JeanVideo Library — FreeHistorical Caring Science VideosVideo CollectionWCSIWatson Caring Science InstituteAbout WCSIWCSI Fact SheetWatson Caring Science Faculty & StaffResearchCaring Science Measurement ToolsCaring Science AffiliatesBecome an AffiliateGlobal WCSI AssociatesNational WCSI AffiliatesRegional Caring Science ConsortiaStrategic Partners and AlliancesWCSI Membership ProgramWCSI Memberships10 Caritas Processes® VideosCaring Science Theory & TeachingsInspired MeditationsConversations with JeanProgramsDoctoral ProgramsWatson Caring Science Postdoctoral & Postgraduate Summer Scholars ProgramWatson Caring Science Postdoctoral ScholarsDoctoral Dissertation in Caring Science ResearchCaritas Coach Education Program® – CCEPApr 26-28, 2019 — Caritas Coach Education Program® (CCEP)Caritas Coach Education Program® ApplicationCCEP Tuition Payment ScheduleWCSI Events & RegistrationJan 7 – Feb 4, 2019 — Free Global Online Course — Caring Science, Mindful PracticeRequest Contact HoursJan 31 – Feb 2, 2019 — Middle Eastern Nurses & Partners Uniting in Human Caring – Aqaba, JordanApr 25-27, 2019 — Caritas Conscious Dying Coach Certificate Program, Boulder, COGlobal ProgramsHistory of Global ProgramsInternational Caritas Consortium – ICCWCSI Endorsed Events & ProgramsHealing With the Arts – Free Online CourseMar 21-22, 2019 — Nursing Theory: A 50 Year Perspective, Past and FutureJun 8-16, 2019
  • 59. — Artemis Priestess Pilgrimage with Dr. Jean Watson, Tinos, GreeceDonateCaritas Founders and Charter SponsorsNewsLatest NewsAnnouncementsArticlesAwardsCaritas CommunityInterviewsIn the NewsVideoShopThe Watson Caring Science StoreWCSI Membership PlansCaritas Lab Coats & ScrubsCaring Science LibraryEducational WebinarsJean Watson Touchstones®DownloadablesFree Caritas MeditationAccount InformationMy AccountSize ChartTerms & ConditionsView CartConnectMEMBER LOGINContact InfoNewsletterSocial MediaCaritas Quotes Search
  • 60. loading... Caring Science TheoryCaring Science Defined Caring Science encompasses a humanitarian, human science orientation to human caring processes, phenomena and experiences. Caring Science includes arts and humanities as well as science. A Caring Science perspective is grounded in a relational ontology of being-in-relation, and a world view of unity and connectedness of All. Transpersonal Caring acknowledges unity of life and connections that move in concentric circles of caring – from individual, to others, to community, to world, to Planet Earth, to the universe. Caring Science investigations embrace inquiries that are reflective, subjective and interpretative as well as objective-empirical and Caring Science inquiry includes ontological, philosophical, ethical, historical inquiry and studies. In addition, caring science includes multiple epistemological approaches to inquiry including clinical and empirical, but is open to moving into new areas of inquiry that explore other ways of knowing, for example, aesthetic, poetic, narrative, personal, intuitive, kinesthetic, evolving consciousness, intentionality, metaphysical – spiritual, as well as moral-ethical knowing. Caring Science is an evolving new field that is grounded in the discipline of nursing and evolving nursing science, but more recently includes other fields and disciplines in the Academy, for example, Women/Feminist studies, Education, Ecology,
  • 61. Peace Studies, Philosophy/Ethics, Arts and Humanities, Mindbodyspirit Medicine. As such, Caring Science is rapidly becoming an Interdisciplinary or Transdisciplinary field of study. It has relevance to all the health, education, and human service fields and professions.Core Concepts of Human Caring Download Core Concepts of Jean Watson’s Theory of Human Caring/Caring ScienceDownloadUsing Caring Science? Is your organization using Caring Science and Theory of Human Caring and/or Caritas Practices?Let us know!The Theory of Human Caring The caring model or theory can also be considered a philosophical and moral/ethical foundation for professional nursing and part of the central focus for nursing at the disciplinary level. A model of caring includes a call for both art and science; it offers a framework that embraces and intersects with art, science, humanities, spirituality, and new dimensions of mindbodyspirit medicine and nursing evolving openly as central to human phenomena of nursing practice. I emphasize that it is possible to read, study, learn about, even teach and research the caring theory; however, to truly “get it,” one has to personally experience it; thus the model is both an invitation and an opportunity to interact with the ideas, experiment with and grow within the philosophy, and living it out in one’s personal/professional life. The ideas as originally developed, as well as in the current evolving phase, provide others a chance to assess, critique and see where, how, or if, one may locate self within the framework or the emerging ideas in relation to their own “theories and philosophies of professional nursing and/or caring practice.”10 Caritas Processes® Sustaining humanistic-altruistic values by practice of loving- kindness, compassion and equanimity with self/others.Being authentically present, enabling faith/hope/belief system; honoring subjective inner, life-world of self/others.Being sensitive to self and others by cultivating own spiritual practices; beyond ego-self to transpersonal presence.Developing
  • 62. and sustaining loving, trusting-caring relationships.Allowing for expression of positive and negative feelings – authentically listening to another person’s story.Creatively problem-solving- ‘solution-seeking’ through caring process; full use of self and artistry of caring-healing practices via use of all ways of knowing/being/doing/becoming.Engaging in transpersonal teaching and learning within context of caring relationship; staying within other’s frame of reference-shift toward coaching model for expanded health/wellness.Creating a healing environment at all levels; subtle environment for energetic authentic caring presence.Reverentially assisting with basic needs as sacred acts, touching mindbodyspirit of spirit of other; sustaining human dignity.Opening to spiritual, mystery, unknowns-allowing for miracles.Guiding Questions for Systems using Caring Science Theory If one chooses to use the caring perspective as theory, model, philosophy, ethic or ethos for transforming self and practice, or self and system, the following questions may help:Is there congruence between (a) the values and major concepts and beliefs in the model and the given nurse, group, system, organization, curriculum, population needs, clinical administrative setting, or other entity that is considering interacting with the caring model to transform and/or improve practice?What is one’s view of human? And what it means to be human, caring, healing, becoming, growing, transforming, etc. For example: In words of Teilhard de Chardin: “Are we humans having a spiritual experience, or are we spiritual beings having a human experience?” Such thinking in regard to this philosophical question can guide one’s worldview and help to clarify where one may locate self within the caring framework.Are those interacting and engaging in the model interested in their own personal evolution?Are they committed to seeking authentic connections and caring-healing relationships with self and others?Are those involved “conscious” of their caring-caritas or non-caring consciousness
  • 63. and intentionally in a given moment and at an individual and system level?Are they interested and committed to expanding their caring consciousness and actions to self, other, environment, nature and wider universe?Are those working within the model interested in shifting their focus from a modern medical science-technocure orientation to a true caring- healing-loving model? This work, in both its original and evolving forms, seeks to develop caring as an ontological and theoretical-philosophical- ethical framework for the profession and discipline of nursing and clarify its mature relationship and distinct intersection with other health sciences. Nursing caring theory based activities as guides to practice, education and research have developed throughout the USA and other parts of the world. Watson’s work is consistently one of the nursing caring theories used as a guide. Nurses’ reflective-critical practice models are increasingly adhering to caring ethic and ethos. Because the nature of the use of the caring theory is fluid, dynamic, and undergoing constant change in various settings around the world and locally, Dr. Watson is not able to offer updated summaries of activities. Earlier publications seek to provide examples of how the work is used, or has been used in specific settings.Unitary World View: “Human Resides in Unitary Field of Consciousness” Hildegard of Bingen 12th century Levinas: Ethic of Belonging – Infinite Field of Universal Love/Spirit Visionary Award for Caring Science Leadership, Integrative Health & Medicine Conference, October 2015Transpersonal Caring & the Caring Moment Defined Transpersonal caring relationships are the foundation of the work; transpersonal conveys a concern for the inner life world and subjective meaning of another who is fully embodied, but transpersonal also goes beyond the ego self and beyond the given moment, reaching to the deeper connections to spirit and
  • 64. with the broader universe. Thus transpersonal caring relationship moves beyond ego-self and radiates to spiritual, even cosmic concerns and connections that tap into healing possibilities and potentials. Transpersonal caring seeks to connect with and embrace the spirit or soul of the other through the processes of caring and healing and being in authentic relation, in the moment. Such a transpersonal relation is influenced by the caring consciousness and intentionality of the nurse as she or he enters into the life space or phenomenal field of another person, and is able to detect the other person’s condition of being (at the soul, spirit level). It implies a focus on the uniqueness of self and other and the uniqueness of the moment, wherein the coming together is mutual and reciprocal, each fully embodied in the moment, while paradoxically capable of transcending the moment, open to new possibilities. Transpersonal caring calls for an authenticity of being and becoming, an ability to be present to self and other in a reflective frame; the transpersonal nurse has the ability to center consciousness and intentionality on caring, healing, and wholeness, rather than on disease, illness and pathology. Transpersonal caring competencies are related to ontological development of the nurse’s human competencies and ways of being and becoming; thus “ontological caring competencies” become as critical in this model as “technological curing competencies” were in the conventional modern, Western nursing-medicine model, now coming to an end. Within the model of transpersonal caring, clinical caritas consciousness is engaged at a foundational ethical level for entry into this framework. The nurse attempts to enter into and stay within the other’s frame of reference for connecting with the inner life world of meaning and spirit of the other; together they join in a mutual search for meaning and wholeness of being and becoming to potentiate comfort measures, pain control, a sense of well-being, wholeness, or even spiritual transcendence of suffering. The person is viewed as whole and complete,
  • 65. regardless of illness or disease.Caring MomentA heart-centered loving energetic field; a turning pointA call to higher/deeper consciousness, intentionalityAn authentic choice of caring/livingRequires presence-centering-search for meaning; new level of authenticity – potentiating healing and wholenessCaring Moments, Caring Occasions A caring occasion occurs whenever the nurse and another come together with their unique life histories and phenomenal fields in a human-to-human transaction. The coming together in a given moment becomes a focal point in space and time. It becomes transcendent whereby experience and perception take place, but the actual caring occasion has a greater field of its own in a given moment. The process goes beyond itself, yet arises from aspects of itself that become part of the life history of each person, as well as part of some larger, more complex pattern of life. A caring moment involves an action and choice by both the nurse and the other. The moment of coming together presents them with the opportunity to decide how to be in the moment and in the relationship as where as what to do with and during the moment. If the caring moment is transpersonal, each feels a connection with the other at the spirit level, thus it transcends time and space, opening up new possibilities for healing and human connection at a deeper level than physical interaction. I quote: …we learn from one another how to be human by identifying ourselves with others, finding their dilemmas in ourselves. What we all learn from it is self-knowledge. The self we learn about …is every self. IT is universal – the human self. We learn to recognize ourselves in others…(it) keeps alive our common humanity and avoids reducing self or other to the moral status of object. Caring (Healing) Consciousness The dynamic of transpersonal caring (healing) within a caring moment is manifest in a field of consciousness. The transpersonal dimensions of a caring moment are affected by the
  • 66. nurse’s consciousness in the caring moment, which in turn affects the field of the whole. The role of consciousness with respect to a holographic view of science have been discussed in earlier writings and include the following points: The whole caring-healing-loving consciousness is contained within a single caring moment. The one caring and the one being cared for are interconnected; the caring-healing process is connected with the other human(s) and the higher energy of the universe; the caring-healing-loving consciousness of the nurse is communicated to the one being cared for; caring-healing-loving consciousness exists through and transcends time and space and can be dominant over physical dimensions. Within this context, it is acknowledged that the process is relational and connected; it transcends time, space, and physicality. The process is intersubjective with transcendent possibilities that go beyond the given caring moment. The Future of Nursing Nursing’s future and nursing in the future will depend upon nursing maturing as a distinct health, healing and caring profession that it has always represented across time, but has yet to actualize. Nursing, thus ironically, now is challenged to stand and mature within its own paradigm, while simultaneously having to transcend it and share with others. The future already reveals that all health care practitioners will need to work within a shared framework of caring relationships; mindbodyspirit medicine; embracing healing arts, caring practices, and processes; and the spiritual dimensions of care much more completely. Thus, nursing is at its own cross road of possibilities, among world views, paradigms, centuries and eras; invited and required to build upon its heritage and latest evolution in science and technology; but, to transcend itself for a postmodern future yet to be known. However, nursing’s future holds promises of caring and healing mysteries and models yet to unfold as opportunities for offering compassionate caritas service await at individual, system, societal, national and global
  • 67. levels for self, profession, and the broader world community. Watson Caring Science Scholar Programs Find out moreDonate Please consider a tax-deductible donation to support the global reach of Jean Watson and Watson Caring Science Institute. DONATEConnectMEMBER LOGINContact InfoNewsletterSocial MediaCaritas QuotesPoliciesTerms & ConditionsPrivacy PolicyCancellation & Refund PolicyTranslation Select Language Afrikaans Albanian Amharic Arabic Armenian Azerbaijani Basque Belarusian Bengali Bosnian Bulgarian Catalan Cebuano Chichewa Chinese (Simplified) Chinese (Traditional) Corsican Croatian Czech Danish Dutch Esperanto Estonian Filipino
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  • 71. © 2010 Watson Caring Science Institute Page 1 Assembled by A.L. Wagner Core Concepts of Jean Watson’s Theory of Human Caring/Caring Science The Core Priniciples/Practices: Evolving From Carative to Caritas (Watson, 2008, p. 34) -kindness and equanimity colleague, family, etc.) of mind/body/spirit—beyond ego -healing environment ess to the unexpected and inexplicable life events) Core Concepts of the Theory: moral/ethical/philosophical foundation of love and values
  • 72. to higher “spiritual” caring created by “Caring Moments”) —honoring his/her needs, wishes, routines, and rituals ther as person—connection as human beings -centered/healing caring based on practicing and honoring wholeness of mind- body-spirit in self and each other —maintaining balance d “being” with another who is in need (What (skills) you do and how (caring conscious intention) you do it.) -centered Encounters with another person When two people, each with their own “phenomenal field”/background come together in a human-to-human transaction that is meaningful, authentic, intentional, honoring the person, and sharing human experience that expands each person’s worldview and spirit leading to new discovery of self and other and new life possibilities.
  • 73. ethical, intuitive, personal, cultural, spiritual) presence to the humanism of self and other) (see Cara, C. (2003). A Pragmatic View of Jean Watson’s Caring Theory, www.humancaring.org (under “continuing education) the arts, meditation, etc.) o What is the meaning of caring for the person/families/myself? o How do I express my caring consciousness and commitment to my patients/clients? To colleagues? To the institution? To the community and larger world? o How do I define self, nurse, person, environment, health/healing, and nursing? o How do I make a difference in people’s life and suffering? o How do I increase the quality of people’s healing and dying process? o How can I be informed by the clinical caritas processes in my practice? o How can I be inspired by Watson’s caring theory in my practice? http://www.humancaring.org/ Page 2 © 2010 Watson Caring Science Institute Assembled by A.L. Wagner
  • 74. story (Tell me about yourself, your life experiences, your feelings, your bodily sensations, your goals and expectations, your culture, etc., so I may honor you and your healing pathway.) o Tell me about your health? What is it like to be in your situation? o Tell me how you perceive yourself? What are your health priorities? o How do you envision your life? o What is the meaning of healing for you? ring for self, caring for each other, caring for patients/clients/families, caring for the environment/nature and the universe. groups/environments. tas Processes: Guidelines for putting Love/Heart-Centered Caring practice into action: 1. Practicing loving-kindness and equanimity within context of caring consciousness. 2. Being authentically present and enabling, and sustaining the deep belief system and
  • 75. subjective life world of self and one-being cared for. 3. Cultivating one’s own spiritual practices and transpersonal self, going beyond ego self. 4. Developing and sustaining a helping-trusting, authentic caring relationship. 5. Being present to, and supportive of the expression of positive and negative feelings. 6. Creatively using self and all ways of knowing as part of the caring process; engaging in artistry of caring-healing practices. 7. Engaging in genuine teaching-learning experience that attends to wholeness and meaning, attempting to stay within other’s frame of reference. 8. Creating healing environment at all levels, whereby wholeness, beauty, comfort, dignity, and peace are potentiated. 9. Assisting with basic needs, with an intentional caring consciousness, administering ‘human care essentials,’ which potentiate alignment of mind- body-spirit, wholeness in all aspects of care. 10. Opening and attending to mysterious dimensions of one’s
  • 76. life-death; soul care for self and the one-being-cared for; “allowing and being open to miracles.” © 2010 Watson Caring Science Institute Page 3 Assembled by A.L. Wagner Evolution of Jean Watson’s Carative Factors/Caritas Processes Over Time Carative Factors (1979, 1985) Caritas Processes (2002-2008) (Some agencies/individuals refer to the Caritas Processes as “Caring Practices.”) Caritas Literacy (Competencies) (from draft of working document subgroup of International Caritas Consortium, © June 2007, Jean Watson, et al.; modified by Jean Watson, Jan. 30, 2008) from Watson, J. (2008). Nursing:
  • 77. The Philosophy and Science of Caring (rev. ed.), Boulder: University Press of Colorado (pp.281-288). Caritas Consciousness 1 Formation of humanistic- altruistic system of values Practicing loving-kindness and equanimity within context of caring consciousness. Wording of other systems using Watson’s theory: Embrace altruistic values and practice loving kindness with self and others. Practice acts of kindness. (Hebrew Rehabilitation Center[HRC]) My respect for this patient (others) allows me to be available to him/her: universe;
  • 78. -care and caring for others. y with genuine concern to others. d others. 2 Instillation of faith-hope Being authentically present and enabling and sustaining the deep belief system of self and one being cared for. Wording of other systems using Watson’s theory: Instill faith and hope and honor others Instill trust and hope by being available to meet the needs of others. (HRC)
  • 79. By listening, I was able to honor this patient’s (other’s) belief system and enable him/her to feel his/her own sense of faith/hope. ce/reflection/pause. problem to be solved. healing and wholeness. meaningful and important to them into care plan. . Page 4 © 2010 Watson Caring Science Institute Assembled by A.L. Wagner 3 Cultivation of sensitivity to oneself and others
  • 80. Cultivating one’s own spiritual practices and transpersonal self, going beyond ego self (working from a more full consciousness of heart-centeredness—opening to all chakras) Wording of other systems using Watson’s theory: Be sensitive to self and others by nurturing individual beliefs, personal growth, and practices. Nurture individual spiritual beliefs and religious practices. (HRC) By being more responsive to the patient’s(other’s) needs and feelings, I was able to create a more trusting-helping- caring relationship. -reflection (journaling, prayer, meditation, artistic expression); demonstrates willingness to explore one’s feelings, beliefs and values for self-growth. situations vs. being judgmental.
  • 81. forgiveness, surrender, and compassion. basic spiritual level as unique and worthy of our respect and caring. e’s self and others as human beings. -center 4 Development of a helping- trusting (human caring) relationship Developing and sustaining a helping-trusting authentic caring relationships. Wording of other systems using Watson’s theory: Develop helping-trusting caring relationships. Develop helpful and trusting relationships with residents/ patients, families, and staff.
  • 82. (HRC) I develop helping-trusting caring relationships with patients (others), families, and members of the health care team. in the moment and in the relationship. reference. of need. -judgmental attitudes. experience. o Brings full honest, genuine self to relationship. o Demonstrates sensitivity and openness to others. o Engages in I-Thou relationships vs. I-It relationships. communications (verbal and nonverbal). d. communication: o Engages in communication that promotes healthy living; does not engage in gossip.
  • 83. o Engages in effective, loving communication; does not engage in rumors. o Engages in proactive problem-solving; does not engage in chronic/excessive complaining. o Encourages activities that maximize independence and individual freedom, not dependence. o Engages in activities that promote healthy growth. o Engages in activities that promote safe ethical, mature, © 2010 Watson Caring Science Institute Page 5 Assembled by A.L. Wagner healthy growth experiences; does not engage in unethical, illegal, safety-risk or seductive behavior. ir concern(s). 5 Promotion and acceptance of the expression of positive and negative feelings Being present to, and supportive of the expression of positive and negative feelings as a connection with deeper spirit of self and the one-being-cared for
  • 84. Wording of other systems using Watson’s theory: Promote and accept positive and negative feelings; authentically listen to another’s story. Promote and accept the expression of positive and negative feelings. (HRC) I co-create caring relationships in caring environments to promote spiritual growth. and emerging.) ive/storytelling as a way to express understanding. appropriate. od aspects of their situation. self without being consumed by other’s feelings.
  • 85. feelings. 6 Systematic use of the scientific problem-solving method of decision-making Refined in 1985: Systematic use of creative problem-solving caring process Creatively using self and all ways of knowing as part of the caring processes; engaging in artistry of caring-healing practices. Wording of other systems using Watson’s theory: Use creative scientific problem- solving methods for caring decision-making. Use creative problem-solving to meet the needs of others. (HRC)
  • 86. I exercise other-centered problem solving and scholarship in caring for this patient (other). metaphysical ways of knowing with creative, imaginative, and critical thinking for full expression of caring arts and sciences. s and integrates an awareness that the presence of oneself is an effective element of the plan of care for others. intentional touch; voice, authentic presence; movement; artistic expression; journaling; play- laughter-gaiety; spontaneity; music/sound; preparation; breathing; relaxation/imagery/ visualization; intentionality; appropriate eye contact; smiling/positive gestures; active listening; nature/light/sound/noise protection; etc.…. ges others to ask questions. meaning in their situations/life journeys in dealing with their health/self-health approaches. 7 Promotion of interpersonal teaching- Engaging in genuine teaching- learning experiences that attend
  • 87. to unity of being and meaning, The co-created caring relationship promotes knowledge, growth, empowerment and healing processes and possibilities for patients (others) and for self. Page 6 © 2010 Watson Caring Science Institute Assembled by A.L. Wagner learning. Refined in 1985: Promoting transpersonal teaching- learning attempting to stay within another’s frame of reference. Wording of other systems using Watson’s theory: Share teaching and learning that addresses the individual needs, readiness, and learning styles. Perform teaching and learning
  • 88. that addresses individual needs and learning styles. (HRC) telling their life experiences. giving them full attention at the moment. worldview; then shares, coaches, and provides information, tools, and options to meet others’ needs (works from others’ frame of reference). -creation. their understanding, knowledge, readiness to learn. are thinking about their illness/health. and concerns to ask health care professionals. 8 Provision for a supportive, protective, and/or corrective
  • 89. mental, physical, sociocultural, and spiritual environment. Creating healing environment at all levels (physical, non-physical, subtle environment of energy and consciousness), whereby wholeness, beauty, comfort, dignity, and peace are potentiated. Wording of other systems using Watson’s theory: Create healing environment for the physical and spiritual self which respects human dignity. Create a healing environment for physical and spiritual needs. (HRC) By promoting the caring relationship I created space for this patient (other) to generate his/her own wholeness and healing. occur. -healing consciousness. entions.
  • 91. 9 Assistance with gratification of human needs. Reverently and respectfully assisting with basic needs, with an intentional caring consciousness, administering “human care essentials,” which I was able to help meet the needs this patient (other) identified for him/herself. e individual needs. © 2010 Watson Caring Science Institute Page 7 Assembled by A.L. Wagner potentiate alignment of mind- body-spirit, wholeness and unity of being in all aspects of care; (allowing for spirit-filled connection). Wording of other systems using Watson’s theory: Assist with basic physical, emotional, and spiritual human needs.
  • 92. Assist with basic physical and emotional needs. (HRC) onsive to others’ family, significant others, loved ones. unique needs. participating in life force of another. restoration, and sleep. 10 Allowance for existential- phenomenological forces Refined in 1985: Allowance for existential- phenomenological -spiritual forces
  • 93. Opening and attending to spiritual-mysterious, and unknown existential dimensions of one’s own life-death-suffering; soul care for self and the one- being-cared for; “allowing for a miracle” Wording of other systems using Watson’s theory: Open to mystery and allow miracles to happen. Slow down and allow space for unexpected wonder. (HRC) Be open to discovery of possibilities and miraculous life- death events. I allow for miracles to take place with self and others. appropriate. ges one’s own and others’ inner feelings.
  • 94. others. all situations where life exists. hat some life happenings are inexplicable. Cara, C. (2003). A Pragmatic View of Jean Watson’s Caring Theory, www.humancaring.org (under “continuing education”) Watson, J. (2008). Nursing: The Philosophy and Science of Caring (rev. ed.), Boulder: University Press of Colorado.