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The ways in which people learn something are rather important to know for everyone, especially for those persons who deal with learning and teaching every day, i. e. for the workers of educational sphere. Cultural differences play an important role in the ways in which people understand the reality, form their outlook of the world and learn any phenomena from it (Brookfield, 2000). Accordingly, in the modern world of globalization and international integration, it is vital to be aware of various ways of knowing that include, among others, the Confucian, Hindu, and Islamic ways. This paper analyzes the three types of knowing stipulated and considers the ways in which their features can be incorporated in nursing education, how they can facilitate the process of learning in education, and what their impact is on the personal philosophy of the author.
To start with, however, it is necessary to consider the main features of the three ways of knowing – the Confucian, Hindu, and Islamic ways (Merriam, 2007). The first one is based on the concepts of spiritual development, virtues, and the respect that the student should have towards a teacher as a person who knows more and takes his/her time to teach others (Merriam, 2007). This way of knowing is close to the combination of the empirical, personal, and ethical types of knowledge as stated by Holtslander (2007).
At the same time, the Hindu way of knowing is basically personal. Knowledge in this tradition is mostly transmitted orally and is aimed at the spiritual rather than pure intellectual development of a person (Merriam, 2007). Finally, Islamic knowing is a comprehensive and, predominantly communal, phenomenon as the value of knowledge is genuine only if it benefits the whole community but not a single person (Merriam, 2007).
Accordingly, the ways of knowing under consideration can be applied to the modern education in certain different ways (Brookfield, 2000). First, and at the same time, the most important application of all the three ways of knowing is their ability to promote a holistic approach to education and learning. Thus, for example the Confucian knowing stresses the importance of the comprehensive and holistic education (Merriam, 2007).
All the phenomena of reality are interconnected, and one cannot single out some of them to study as his/her knowledge of them would be incomplete without other sides of reality. The Hindu and Islamic ways also stress this position as their main focus is the joint education of whole communities and the development of complete personalities (Merriam, 2007). Thus, the Confucian, Hindu, and Islamic ways of knowing can definitely bring holistic meaning to the modern, mainly segmental, education.
However, the most sufficient impact that the ways of knowing under discussion can have upon education is their ability to promote more actual direction for learning in education. It is universally accepted that nowadays people take up education not to learn something but to get a diploma allowing the applications for a higher or more profitable position (Brookfield, 2000). The essence of the Confucian, Hindu, and Islamic ways of knowing lies in turning people from pursuing material goals to their spiritual development and learning for the sake of becoming a better, more spiritually rich person (Merriam, 2007). Thus, if properly implemented, these ways of knowing can help return education to its initial goal – learning, but not mere getting a degree or diploma.
Drawing from the above presented considerations, the three ways of knowing chosen can easily fit my personal educational philosophy. First and foremost is the fact that the basis of my philosophy of nursing education is the belief that a non-spiritual person cannot succeed in nursing as nursing is the art of helping people. Therefore, to really understand people’s concerns and sympathize with those who are in difficult conditions, it is necessary to possess deep knowledge of the world. And it should be actual knowledge, but not mere remembering of some formula or mechanic memorization of basic nursing practices.
The actuality of the knowledge is measured not by grades but through the understanding of the essence of the learnt information and ability to freely use it in practice. Accordingly, I agree with the Confucian, Hindu, and Islamic ways of knowing in their holistic approach to education and the collective value of knowledge as the dominant one over the individual value. Therefore, my personal educational philosophy is rather close to the three discussed philosophies, and I see little to no difficulties in fitting them.
So, to make the conclusion, it is necessary to state that in the modern world of globalization and international integration, it is vital to be aware of various ways of knowing that include, among others, the Confucian, Hindu, and Islamic ways. This paper has analyzed the three types of knowing stipulated and considered the ways in which their features can be incorporated in nursing education, how they can facilitate the process of learning in education, and what their impact is on the personal educational philosophy of the author of this paper.
References
Brookfield, S. (2000). Adult cognition as a dimension of lifelong learning. In J. Field and M. Leicester (Eds.), Lifelong learning: Education across the lifespan. Philadelphia: Falmer Press.
Holtslander, L. (2007). Ways of knowing hope: Carper’s fundamental patterns as a guide for hope research with bereaved palliative caregivers. Nursing Outlook, 56(1), 25-30.
Merriam, S. B., Caffarella, R. S., Baumgartner, L.M. (2007) Learning in adulthood a comprehensive guide. SanFrancisco, Ca: John Wiley & Sons.
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