How Can Spirituality Be Integrated in Undergraduate and Postgraduate Education?
John Wattis, Stephen Curran, Melanie Rogers in Spiritually Competent Practice in Health Care, 2017
The basis of Lave and Wenger’s (46) assertion concerning knowledge productivity is rooted in their observation that learning is viewed as a form of participation and that the learner should be at the centre of the learning process. The central tenet of ‘situated learning’ is that learning, and the production of knowledge, is generated by the experience. Thus learning is equated with the process by which participation moulds knowledge and identity. It is participation, facilitated by the peer mentor in this community, that enables, in part, the mentee to access inside knowledge. Alred and Garvey (54) suggest that it is this engagement with the learning process that gives impetus to the value of informal situated learning, and within this context ‘a mentor encourages persistence and effort’ (p.267). One way of doing this is by helping the mentee focus on the process of learning and on progress made rather than on their ability to do the tasks in hand, adopting Hase and Kenyon’s (40) approach to self-determined learning.
Feminist bioethics and disability
Wendy A. Rogers, Jackie Leach Scully, Stacy M. Carter, Vikki A. Entwistle, Catherine Mills in The Routledge Handbook of Feminist Bioethics, 2022
Institutionalized practices like these are underpinned by the control of knowledge, or epistemic power. Feminist bioethics draws on epistemological concerns about the effects of gendered social positioning on how knowledge is gained, legitimized and shared. A theory of situated knowledge suggests that in any situation, how the various participants perceive and interpret what is going on is epistemically biased: what people know and how they know it is determined by what their identities, relationships and embodiment enable them to know (Hekman 1997). Just as feminists have argued for women’s lives and experience, people with disability will have had experiences that equip them with knowledge likely to be different in some important respects from the knowledge of people without disability, including knowledge that is relevant to medical decision making about quality of life and necessary treatments or support. Situated epistemology recognizes not only that social status and position influence the kinds of experiences a person can have, but also that status and position come with certain kinds of power over knowledge accumulation and dissemination (Pohlhaus 2006). The various modes of epistemic injustice and its consequences have become increasingly important in feminist ethics.
Underdogs, turf wars and revivals
Hanna Laako, Georgina Sánchez-Ramírez in Midwives in Mexico, 2021
The concept of situated knowledges was pioneered by Donna Haraway (1988), who was interested in reframing Western feminist theories (1988, 586). Initially, she was particularly focused on the question of scientific objectivity. Haraway argued that feminist scientific objectivity was gained through the appreciation of situated knowledges—an appreciation that implied recognizing the partiality of all knowledge. From her perspective, scientific objectivity was achieved by breaking with the false universal, transcendental vision of objectivity, and by sustaining the partial, subjective perspective. She maintained that the recognition of partiality would actually contribute to objective science by being more real and transparent (Haraway 1988, 583–589):There is no unmediated photograph or passive camera obscura in scientific accounts of bodies and machines; there are only highly specific visual possibilities, each with a wonderfully detailed, active, partial way of organizing worlds. … I am arguing for politics and epistemologies of location, positioning, and situating, where partiality and not universality is the condition of being heard to make rational knowledge claims.
Psychological preconditions for flourishing through ultrabilitation: a descriptive framework
Published in Disability and Rehabilitation, 2020
Persons could then choose to act as if selected possibilities are real [70] and under their control [60]. This active implementation of “as if” philosophy [43] would involve an artistic process consistent with performativity theory. This theory posits that persons create their own identity through what they repeatedly do in everyday life [71]. The theory of situated cognition is similarly relevant in suggesting that all knowledge is embodied, embedded in social interactions, and extended into the environment through such activity [4]. The activity could be in fully immersive, virtual reality environments that enable persons safely to experience ecstatic possibilities of being and transfer the lessons to the world. Having considered agency as a dimension of autonomy, the discussion will now turn to authenticity.
Engage In or Refrain From? A Qualitative Exploration of Premarital Sexual Relations Among Female College Students in Tehran
Published in The Journal of Sex Research, 2019
Farideh Khalajabadi-Farahani, Sven-Axel Månsson, John Cleland
Interestingly, within the same social context, social norms that affect sexual behaviors are perceived and understood differently by young women rather than as posited as an external causal force. In fact, context is personally constructed by knowledge, experiences, and attempts to alter it. How these young women perceive and negotiate their social contexts is very important in their decisions whether to have premarital sex. This study shows that each individual develops a specific meaning about sex and marriage through interactions with young men, family and friends, and wider society. Hence, the meaning one attaches to sex and marriage becomes critical in understanding how one interacts in any given situation that invokes its symbolic meaning. Such process of meaning making derives from social interactions, which is consistent with symbolic interaction theory (Blumer, 1969).
Experience of enriched rehabilitation in the chronic phase of stroke
Published in Disability and Rehabilitation, 2022
Sara Vive, Lina Bunketorp-Käll, Gunnel Carlsson
To establish the rigor and trustworthiness of the findings in qualitative research, the following criteria need to be addressed: credibility, confirmability, transferability, dependability, and reflexivity [27]. To increase credibility, we included participants with a broad range and degree of motor deficits resulting from stroke. Participants with slight to moderately severe disability and with no to mild aphasia, with different age and different gender, were included. This contributed to a wider variation of the opinions and experiences included in the study. Quotes from the discussions in the interviews are presented verbatim to further increase credibility and confirmability and to describe the relevance and bearing of the subcategories and categories. The transferability and dependability of the study derive from a detailed description of the study context, the intervention, and the selection and size of the sample. The reflexivity—an attitude of attending systematically to the context of knowledge construction, especially to the effect of the researcher, at every step of the research—was enhanced by the different backgrounds, professions, and perspectives of the authors. The retrospective reflexivity refers to the effects of the study on the researcher, and the impact of this was reduced since the moderator was not involved in the analyse process of the interviews.
Related Knowledge Centers
- Awareness
- Introspection
- Memory
- Perception
- Procedural Knowledge
- Declarative Knowledge
- Belief
- Sense
- Mental State
- Experiment