Carter's Way of Knowing Research Paper Example | Topics and Well Written Essays - 1500 words

Carters Way of Knowing - Research Paper ExampleWays of perspicacious atomic number 18 most apparent in situations where western notions regarding the attainment of information and association comes into close contact and interaction with indigenous ways of knowing. Differences in the approaches that these two retain makes it possible to discern the significance of ways of knowing and its impacts on what is believed to be true in various societies around the world. This paper seeks to identify and discuss the divinatory basis of the conceptual theoretical framework of Carters Way of Knowing. Each discipline has a recognized body of knowledge that is specific to that particular shell and its content with regard to its domain or area of study. In each discipline, in that respect is the aspect of knowing or being informed about the strung-out matter of interest, and this is what is referred to as conceptual knowledge or having the know-how about a particular discipline. According to Carter (2007), this is what is referred to as active ways of knowing or adjective knowledge that is related to the discipline of interest. Carter (2007) postulates that the notion of disciplinary ways of doing things is linked to the discipline-specific ways of knowing and the concomitant skills of writing within and across disciplines. Carter calls this bridging the outside/in gap and this can be contextualized by analysing relationships in ways of knowing. The relationship among knowing, writing and doing that is veiled by the disciplinary focus on conceptual knowledge (Munhall, 2011). The middle term that links writing and knowing is doing in the disciplines, which makes it challenging to reframe these disciplines as ways of knowing, writing and doing (Bonis, 2009). To achieve this entails finding a means of describing these aspects in convincing terms with regard to the ways of doing that characterize these disciplines. Research studies have indicated that to know and be abl e to do through the use of outcome base statements, there emerges certain ways of doing that are repeated in general terms across a variety of disciplines. Examples of these outcome- found statements are illustrated in response to academic learning situations that call for problem solving, performance, research, and for empirical inquiry (Munhall, 2011). Evidence from research has also established that despite similarities in ways of knowing across disciplines, there exist significant differences that enable the identification of discipline-specific ways of knowing. This revelation was achieved by analysing the different types of written activities that test participants produced as a requirement for the study. Ways of knowing in nursing offers a guidance and direction to holistic ad well rounded research, education and practice for health care givers (Bonis, 2009). According to Munhall (2011), Carters ways of knowing can be applied in nursing research from diverse epistemological perspectives that enhance the appropriateness and effectiveness of evidence based practice. Carters ways of knowing get their significance when they are applied to hope research with regard to grieved palliative health care givers with the ultimate nonsubjective of promoting positive outcomes and health (Meleis, 2011). Bereaved health care givers involved with palliative patients are characterized by having unmet necessities that