Nursing Ethics 6 (1):3-11 (1999)

This article will address the question: how can health care education best take seriously the task of educating for professional practice within a post-traditional, liberal democratic society? In the setting of modernity, the altered personal and professional self has to be explored and constructed as part of a reflective process of connecting personal and professional change: in essence, to develop self-knowledge. A moral life, or ‘working morality’, that evolves out of a process of ongoing dialogue and conversation is required. What is advocated here is a more social model of health care education that acknowledges a social or communal dimension to knowledge and the centrality of relationships for the full development of the individual personally and professionally, fosters our capacity to identify who we are both personally and professionally, connects reason and dialogue, and educates for dialogue and dialogic relationships
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DOI 10.1177/096973309900600102
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References found in this work BETA

The Moral Judgement of the Child.Jean Piaget - 1933 - Philosophy 8 (31):373-374.
After Virtue: A Study in Moral Theory.Samuel Scheffler - 1983 - Philosophical Review 92 (3):443.
Spheres of Justice: A Defense of Pluralism and Equality.Michael Walzer - 1983 - Journal of Business Ethics 4 (1):63-64.
Sources of the Self.Allen W. Wood - 1992 - Philosophical Review 101 (3):621.

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