The document outlines the requirements for a PowerPoint presentation on Watson's theory, specifically focusing on its fit with the institution’s mission and philosophy, while also providing essential literary terms and concepts. It details multiple literary devices, forms, elements, and contextual information related to various authors and historical periods, including the Abbasid Caliphate and Machiavelli. Additionally, it highlights the importance of understanding and integrating these concepts into educational standards for teaching literature.

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
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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
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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
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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
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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.

90. rs’ times frames

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.