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A philosophy underlying excellence in teaching

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Abstract

This article discusses nursing education and changing paradigms of knowledge, emphasizing critical thinking, nursing praxis, and the place of the educator as a role model who provides knowledge, facilitates critical thinking, and teaches students how to cope with the knowledge. It interprets the connection between knowledge and power as a potential source of injustice and inequality in the student–teacher relationship; and tries to solve this problematic issue by annulling the differences in power. Examples from clinical areas are presented to illustrate differential power the educator-teacher-researcher has in different clinical areas.
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Keywords: education; educator; excellence in teaching; knowledge; power

Document Type: Research Article

Affiliations: 1: Psychologist, Tel Aviv University, and 2: Head of MA Program, Tel Aviv University, Tel Aviv, Istael

Publication date: 2003-10-01

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