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Metaphysics

Milwaukee: Marquette University Press (1995)

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  1. To be held and to hold one’s own: narratives of embodied transformation in the treatment of long lasting musculoskeletal problems.Randi Sviland, Kari Martinsen & Målfrid Råheim - 2014 - Medicine, Health Care and Philosophy 17 (4):609-624.
    This study elaborates on narrative resources emerging in the treatment of longlasting musculoskeletal and psychosomatic disorders in Norwegian psychomotor physiotherapy. Patients’ experiences produced in focus group interviews were analyzed from a narrative perspective, combining common themes across groups with in depth analysis of selected particular stories. NPMP theory expanded by Løgstrup’s and Ricoeur’s philosophy, and Mattingly’s and Frank’s narrative approach provided the theoretical perspective. Patients had discovered meaning imbued in muscular tension. Control shifted from inhibiting discipline and cognitive strategies, towards (...)
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  • Towards living within my body and accepting the past: a case study of embodied narrative identity.Randi Sviland, Kari Martinsen & Målfrid Råheim - 2018 - Medicine, Health Care and Philosophy 21 (3):363-374.
    This narrative case study, created from several qualitative sources, portrays a young woman’s life experiences and an eight yearlong therapy process with Norwegian Psychomotor Physiotherapy. It is analyzed retrospectively from an analytical angle, where NPMP theory is expanded with Løgstrup’s phenomenology of sensation and Ricoeur’s narrative philosophy. Understanding Rita’s narrative through this window displayed some foundational phenomena in a singular way, illuminating embodied experiences in inter-subjective relationships in movement, sensation and time entwined. It illustrates how traumatic life experiences may cause (...)
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  • Exploring an Alternative Justification for the Importance of Curiosity in Education: Social Curiosity and Løgstrup’s Sovereign Expression of Life.Soern Finn Menning - 2018 - Studies in Philosophy and Education 38 (3):241-260.
    There seems to be a broad agreement that curiosity is important in education. However, current research often seeks to answer the question of how best to nurture curiosity and fails to ask the normative question of why this should be done. A closer look reveals that the reasons for justifying the importance of curiosity vary, with some theorists pointing to its role in cognitive development as a starting point for learning, and others praising it as an element of democracy and (...)
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  • The phenomenological ethics of K. E. Løgstrup - a resource for health care ethics and philosophy?Søren Holm - 2001 - Nursing Philosophy 2 (1):26-33.
    This paper gives a presentation and critical assessment of the phenomenological philosophy and ethics of the Danish theologian and philosopher K. E. Løgstrup (1905–1981). It is argued that although the ethics of Løgstrup contain valuable insights, an uncritical appropriation as the main source for a health care ethics or a philosophy of caring, is problematic. Løgstrup's philosophy contains a number of internal problems, and does not adequately deal with some problems raised by work in the modern health care setting.
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  • Phronesis and Authenticity as Keywords for Philosophical Praxis in Teacher Training.Finn Thorbjorn Hansen - 2007 - Paideusis: Journal of the Canadian Philosophy of Education Society 16 (3):15-32.
    This essay describes the growing interest in and use of concepts such as phronesis and authenticity in educational research and practice. While phronesis seems to be connected to the ethical dimension of education and educational guidance, the concept of authenticity seems to be connected to the existential dimension. This essay shows the relatedness between those two concepts and the relevance of an “existence philosophical” perspective on phronesis and authenticity. The author points to the importance of an ontological approach where phronesis (...)
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