About the prosject

This is a phenomenological study exploring the phenomenon of moral disquiet, as it is given to us pre-reflectively, and the ethical and moral predicaments and callings that might arise from it. By describing what moral disquiet can be as lived experience in relation to the other (patient, child or adolescent) in everyday-life and professional human practices, I intend to come closer to the core of the phenomenon, and to the pedagogical dilemmas, possibilities and limitations of professional human practices. The empirical material is based on focus group interviews and individual interviews with students in nursing, social work and teacher educations.

The study seeks its sources in the existential, continental pedagogical tradition, and in hermeneutic phenomenology as practiced in the so-called Utrecht school, and further developed methodologically by Max van Manen in Phenomenology of Practice (2014 to dd). The study includes three sub-studies. In sub-study one I explore the phenomenon of moral disquiet, and relates the insights to the empirical interview material. In the second sub-study I explore the phenomenon in relation to the patient (or child, adolescent) in particular ethical and moral loaded situations from the interview material. In the third study I inquire and argue for the pedagogical significance of both doing action sensitive pedagogy and teaching action sensitive pedagogy to students studying professional human practices. The overall study is theoretically orientated in phenomenological-philosophical and pedagogical literature and in artistic sources of insight and knowledge.

Background

• Master in Pedagogy (UiB)
• Master in Health Promotion and Health Psychology (UiB)

Research group

Læring i profesjonsutdanning og praksis