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Carper

Carper's fundamental ways of knowing is a typology that classifies different sources of knowledge in professional practice, originally in nursing. It identifies four ways of knowing: empirical knowledge from science, personal knowledge from self-understanding and empathy, ethical knowledge from moral frameworks, and aesthetic knowledge of immediate practical situations and individual patient circumstances. The typology emphasizes different ways of knowing to generate more complete thinking about experiences and self-integration of education into practice.

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251 views

Carper

Carper's fundamental ways of knowing is a typology that classifies different sources of knowledge in professional practice, originally in nursing. It identifies four ways of knowing: empirical knowledge from science, personal knowledge from self-understanding and empathy, ethical knowledge from moral frameworks, and aesthetic knowledge of immediate practical situations and individual patient circumstances. The typology emphasizes different ways of knowing to generate more complete thinking about experiences and self-integration of education into practice.

Uploaded by

Glenn Sunny
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
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Carper's fundamental ways of knowing

In healthcare, Carper's fundamental ways of knowing is a typology that attempts to classify the different sources from which knowledge and beliefs in professional practice (originally specifically nursing) can be or have been derived. It was proposed by Barbara A. Carper, a professor at the College of Nursing at Texas Woman's University, in 1978.[1][2] The typology identifies four fundamental "patterns of knowing":

Empirical: Factual knowledge from science, or other external sources, that can be empirically verified. Personal: Knowledge and attitudes derived from personal self-understanding and empathy, including imagining one's self in the patient's position. Ethical: Attitudes and knowledge derived from an ethical framework, including an awareness of moral questions and choices. Aesthetic: Awareness of the immediate situation, seated in immediate practical action; including awareness of the patient and their circumstances as uniquely individual, and of the combined wholeness of the situation. (Aesthetic in this sense is used to mean "relating to the here and now", from the Greek (aisthanomai), meaning "I perceive, feel, sense";[3] the reference is not to the consideration of beauty, art and taste).

The emphasis on different ways of knowing is presented as a tool for generating clearer and more complete thinking and learning about experiences, and broader self-integration of classroom education. As such it helped crystallize Johns' (1995) framework for reflective investigation to develop reflective practice.[4] The typology has been seen as leading a reaction against over-emphasis on just empirically derived knowledge, so called "scientific nursing", by emphasising that attitudes and actions that are perhaps more personal and more intuitive are centrally important too, and equally fit for discussion. 1. Empiric knowing is based on the assumption that what is known is accessible through the physical senses, particularly seeing, touching, and hearing, and as a pattern of knowing draws on traditional quantitative approaches to knowledge acquisition. Empiric knowing is expressed as scientific competencecompetent action grounded in scientific theories and knowledge. Generally referred to as the "science of nursing," empirical knowledge represents the scientific essentials of nursing. This pattern of knowledge is founded in evidence-based research and objective experience. 2. Ethical knowing involves making moment-to-moment judgments about what ought to be done, what is good, what is right, and what is

responsible. Ethical knowing guides and directs conduct in life and work, helps one determine what is most important, where to place one's loyalty, and what priorities demand advocacy. This pattern of knowledge refers to operating within a framework of ethical standards in order to recognize or judge what is correct or just when there is no "textbook answer." This means drawing on knowledge and experience to identify and address legal, moral and social issues with integrity and professionalism.

3. Personal knowing concerns the inner experience of becoming a holistic, authentic self capable of unifying the plural dimensions in which that self lives in an honest and open manner. Full awareness of the self, the moment, and the context of interaction with others makes possible meaningful, shared human experience. Personal knowing is essential to the development of knowledge central to the practice of nursing. Personal knowing as a process of research within practice is conceptually developed through definition, components, attributes, and examples. Although personal knowing, i.e., discovery of self-and-other arrived at through reflection, synthesis of perceptions, and connecting with what is known, has been identified as a fundamental way of knowing for nursing (Carper, 1978), the process has not previously been systematically developed or tied in with the theoretical, syntactical, and practice structures of nursing. In this article, an increased emphasis on personal knowing within the research and practice domains of nursing is proposed, and implications and questions are raised regarding implementation.

4. Aesthetic knowing involves deep appreciation of the meaning of a situation and calls forth inner creative resources that transform experience into what is not yet real, bringing to reality something that would not otherwise be possible. Often called the "art of nursing," aesthetic knowledge is subjective and intuition-based. It calls for recognizing and appreciating the unique qualities of individual patients, as well as responding with compassion and understanding to help patients and their families navigate the recovery process.

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