This paper describes the first phase of an ongoing education and research project guided by three main intentions: (1) to create opportunities for phronesis in the classroom; (2) to develop new understandings about phronesis as it relates to nursing care generally and to caring for specific groups, like formerly incarcerated adults; and (3) to provide an opportunity for formerly incarcerated adults and graduate nursing students to participate in a dialectical conversation about ethical knowing. Gadamer's writings on practical philosophy, phronesis, and (...) the Socratic dialectic provide the philosophical foundation and framework for the project. The first phase in the project was a 4‐h class within a graduate‐level health promotion course during which 30 nursing students and three formerly incarcerated panelists engaged in a dialectic conversation about what it means to care for formerly incarcerated adults in a meaningful way. After the class, two focus groups were conducted, one with the students and one with the formerly incarcerated panelists. Findings articulated participants' prejudices and assumptions prior to the class, expanded sense of phronesis, and ability to consider nursing practice within a larger ethical framework. Panelists and students left the class with a deeper understanding of one another and expressed an openness towards continued dialectic conversations together. Use of the Socratic dialectic within nursing curricula reflects a current and critical trend in nursing education to bring non‐epistemologic forms of knowledge into the classroom. (shrink)

According to Greek Mythology, the Muses were the nine goddesses who inspired artists and writers. As qualitative researchers we are inspired, shaken, and moved by the phenomena that we study. They are our companions on our journeys of exploration, binding us to our research participants who contribute to our understanding in sharing their stories with us and revealing something of their lives. The Greeks knew that they did not have mastery of the Muses; similarly, the phenomena we study are not (...) in our grasp. However, as children of this age, enchanted with technology and its promise of control, we are apt to delude ourselves into thinking that with sufficient effort mastery might be within our reach. In exploring this notion of the phenomenon as Muse, I turn to the accounts of researchers, both my own and those of colleagues. I aim to give words to the evolving and often difficult dialogue with our topics, that is present in a powerful and yet typically tacit way as we undertake our task. This dialogue touches us intimately as we reflect on the dimensions of human life that capture our attention and lead us to places that we could not have imagined. As this process unfolds, questions arise and remain. For example, we wonder what openness really means and what role methods play in our work. Thus, although we may think we are done with our Muse when our project is completed, much of the time she is not done with us. (shrink)