David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Nursing Philosophy 11 (1):67-84 (2010)
The purpose of this paper is to present the theoretical and philosophical assumptions of the Nursing Manifesto , written by three activist scholars whose objective was to promote emancipatory nursing research, practice, and education within the dialogue and praxis of social justice. Inspired by discussions with a number of nurse philosophers at the 2008 Knowledge Conference in Boston, two of the original Manifesto authors and two colleagues discussed the need to explicate emancipatory knowing as it emerged from the Manifesto . Our analysis yielded an epistemological framework based on liberation principles to advance praxis in the discipline of nursing. This paper adds to what is already known on this topic, as there is not an explicit contribution to the literature of this specific Manifesto , its significance, and utility for the discipline. While each of us have written on emancipatory knowing and social justice in a variety of works, it is in this article that we identify, as a unit of knowledge production and as a direction towards praxis, a set of critical values that arose from the emancipatory conscience-ness and intention seen in the framework of the Nursing Manifesto.
|Keywords||emancipatory knowing praxis hermeneutics critical theory activism nursing philosophy manifesto|
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References found in this work BETA
Jane Addams (1902). Democracy and Social Ethics. University of Illinois Press (2002).
Linda L. Binding & Dianne M. Tapp (2008). Human Understanding in Dialogue: Gadamer's Recovery of the Genuine. Nursing Philosophy 9 (2):121-130.
Paulo Freire (2008/1986). Pedagogy of the Oppressed. In David J. Flinders & Stephen J. Thornton (eds.), The Curriculum Studies Reader. Routledge.
Citations of this work BETA
Martin Lipscomb (2011). Challenging the Coherence of Social Justice as a Shared Nursing Value. Nursing Philosophy 12 (1):4-11.
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