Formation in Professional Education: An Examination of the Relationship between Theories of Meaning and Theories of the Self

Being formed through learning a practice is best understood within a constitutive theory of meaning as articulated by Charles Taylor. Disengaged views of the person cannot account for the formative changes in a person's identity and capacities upon learning a professional practice. Representati...

Full description

Saved in:
Bibliographic Details
Published in:The Journal of medicine and philosophy 2011-08, Vol.36 (4), p.342-353
Main Author: Benner, Patricia
Format: Article
Language:English
Subjects:
Attitude of Health Personnel
Bioethics
Caregivers
Clinical Competence
Ego
Health Personnel - education
Health Personnel - psychology
Humans
Knowledge
Learning
Morals
Perception
Philosophy, Medical
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Being formed through learning a practice is best understood within a constitutive theory of meaning as articulated by Charles Taylor. Disengaged views of the person cannot account for the formative changes in a person's identity and capacities upon learning a professional practice. Representational or correspondence theories of meaning cannot account for formation. Formation occurs over time because students actively seek and take up new concerns and learn new knowledge and skills. Engaged situated reasoning about underdetermined practice situations requires well-formed skillful clinicians caring for particular patients in particular situations.
ISSN:0360-5310
1744-5019
DOI:10.1093/jmp/jhr030