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| Understanding Nursing Knowledge | |
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| The Nature of Nursing Knowledge | |
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| The History of Nursing Knowledge | |
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| Nursing Education | |
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| Shared Knowledge | |
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| Borrowed Knowledge | |
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| Knowledge Development | |
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| Nursing as a Discipline | |
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| Theory Development | |
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| Nursing Knowledge as a Foundation for Nursing Practice and Research | |
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| The Role of Philosophy: Understanding Nursing Knowledge | |
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| Knowledge and Science | |
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| Conclusion | |
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| Knowledge in Classical Philosophy | |
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| Cosmology Inancient Greece | |
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| The Socratic Era | |
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| The Platonic "Forms" | |
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| The Demonstrations of Aristotle | |
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| Influence of Aristotle | |
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| Conclusion | |
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| Knowledge From Within: The Rationalism of Descartes | |
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| Overview of Descartes' Philosophy | |
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| Historical Influences | |
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| Development of Method | |
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| Distinction of Body and Mind | |
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| Knowledge of the External World | |
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| Implications | |
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| Criticisms and Objections | |
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| Contributions to Modern Science | |
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| Conclusion | |
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| The Road to Modern Science: British Empiricism | |
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| Philosophy of Sir Francis Bacon | |
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| Emphasis on Applicable Knowledge | |
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| Need for a New Method | |
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| Tables of Discovery | |
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| Implications | |
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| |
| Ideas of John Locke | |
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| Origins of Knowledge | |
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| Nature of Experience | |
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| Formation of Complex Ideas | |
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| Development of Knowledge from Ideas | |
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| David Hume's Expansion of Locke's Work | |
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| Functions of the Mind | |
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| Conclusion | |
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| The Transcendental Idealism of Immanual Kant | |
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| Kant's Critique of Pure Reason | |
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| A Priori Judgments | |
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| Transcendental Doctrine of the Elements | |
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| New Realm of Knowledge | |
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| Implications | |
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| Phenomenology | |
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| Conclusion | |
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| Modern Science: Mirror of Reality | |
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| |
| The Development of Logical Positivism | |
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| Comte's Positivism | |
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| |
| Incorporating Logic into Positivism | |
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| |
| Basic Tenets of Logical Positivism | |
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| |
| Rejection of Metaphysics | |
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| |
| Role of Language | |
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| Unification of Science | |
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| |
| Logical Positivism and Theory Development | |
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| |
| Theory and Language | |
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| |
| Theory as a Tool of Prediction | |
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| |
| Hypotheticodeductive Model | |
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| |
| Logical Positivism's Influence on Nursing | |
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| Theory Development | |
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| Limitations of Logical Positivism in Nursing Theory Development | |
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| |
| Conclusion | |
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| |
| |
| Science in Context: Historicist Conceptualizations of Science | |
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| |
| Overview of Historicism | |
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| |
| Influence of Thomas Kuhn | |
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| |
| Paradigms | |
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| |
| Kuhn's Contributions to Science and Nursing | |
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| |
| Laudan's View of Science | |
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| |
| Critique of Kuhn's View | |
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| |
| Problem Solving | |
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| |
| Laudan and the Sociology of Knowledge | |
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| |
| Laudan's Contributions to Nursing and Science | |
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| |
| Conclusion | |
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| |
| |
| Conceptual Repertories and Leaps | |
| |
| |
| Backgrounds for Understanding Toulmin | |
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| |
| Precedence of the Rational View of Science | |
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| |
| Kuhn's Influence on Rationalism in Science | |
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| |
| Toulmin's Idea of Science | |
| |
| |
| Inward-Looking Versus Outward-Looking Approaches | |
| |
| |
| Concepts | |
| |
| |
| Definitions of a Discipline | |
| |
| |
| Toulmin's Definition of Scientific Problems | |
| |
| |
| Understanding the Concepts of a Discipline | |
| |
| |
| Explanation of Change | |
| |
| |
| The Nature and Role of Concepts | |
| |
| |
| Role of "Strategic Consensus" | |
| |
| |
| Summary of Toulmin's Work | |
| |
| |
| Relevance for Nursing | |
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| |
| Conclusion | |
| |
| |
| |
| The Postmodern Turn | |
| |
| |
| Postmodernism | |
| |
| |
| Basic Tenet of Postmodernism | |
| |
| |
| Role of Discourse | |
| |
| |
| Structuralism | |
| |
| |
| Poststructuralism | |
| |
| |
| Deconstruction | |
| |
| |
| Applications of Postmodernism in Nursing | |
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| |
| Poststructuralist Inquiry | |
| |
| |
| Deconstruction | |
| |
| |
| Employing Plurality in Research | |
| |
| |
| Praxis | |
| |
| |
| Conclusion | |
| |
| |
| |
| Interpretive Inquiry: The Mirror Cracked | |
| |
| |
| The Hermeneutic Tradition | |
| |
| |
| Premises of Hermeneutics | |
| |
| |
| The Hermeneutic Circle | |
| |
| |
| Ricoeur and the Role of Action | |
| |
| |
| Hermeneutics and Phenomenology | |
| |
| |
| Critical Social Theory | |
| |
| |
| The Contributions of Habermas | |
| |
| |
| Habermas' Theory of Communicative Action | |
| |
| |
| Implications for Nursing | |
| |
| |
| Conclusion | |
| |
| |
| |
| Feminism and Science | |
| |
| |
| The Beginnings of Feminist Politics | |
| |
| |
| Seneca Falls Convention of 1848 | |
| |
| |
| Feminist Philosophy | |
| |
| |
| Outcomes of Feminist Philosophy | |
| |
| |
| Implications for Nursing | |
| |
| |
| Conclusion | |
| |
| |
| |
| Problems and Practicalities in Developing Nursing Knowledge | |
| |
| |
| Ensuring A "Fit" Among Knowledge and Nursing Goals | |
| |
| |
| Taking A "Problem-Solving" Approach | |
| |
| |
| Forms of Nursing Problems | |
| |
| |
| Relevance of a Problem-Solving Approach to Knowledge | |
| |
| |
| The Role of Existing Research in Problem Solving | |
| |
| |
| Conclusion | |
| |
| |
| |
| Models for Nursing Knowledge Development | |
| |
| |
| Suggested Models for Knowledge Development | |
| |
| |
| Identifying Goals, Criteria, and Ideas of Progress | |
| |
| |
| Theory-Oriented Development | |
| |
| |
| Concept Development | |
| |
| |
| Experience, Story, and Narrative | |
| |
| |
| Context and Criticism | |
| |
| |
| Conclusion | |
| |
| |
| |
| The Future of Nursing Knowledge | |
| |
| |
| Domains of Nursing | |
| |
| |
| Nurses and the Environment | |
| |
| |
| Expanding Philosophical Awareness | |
| |
| |
| Methodological Advances | |
| |
| |
| Conclusion | |
| |
| |
| Appendices | |
| |
| |
| |
| Philosophy Timeline | |
| |
| |
| |
| Biographical Statements for Major Philosophers | |
| |
| |
| |
| Selected Philosophy Internet Links | |
| |
| |
| Index | |