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Arthur Frank
Arthur W. Frank is professor of
sociology at the University of Calgary.
He is the author of At the Will of
the Body: Reflections on Illness
(1991, new edition 2002) and The
Wounded Storyteller: Body, Illness, and
Ethics (1995), and The Renewal of
Generosity: Illness, Medicine, and How
to Live (2004). He is currently
writing a book on dialogical narrative
analysis, and he is principal
investigator of a SSHRC-funded project
studying how people use information and
communication technologies in doing
health work. During academic year
2008-09, he will be visiting professor
in the Department of Public Health at
the University of Toronto. He is a
Fellow of the Royal Society of Canada
and recipient of the Society’s 2008
medal for achievement in bioethics.
Dr. Arthur Frank will deliver
the following keynote
address at the
conference:
Bringing
Patients into the Reflection:
Narrative Means to Better Health Care
Practitioner/Patient Relationships
During the past decade, both American
and British versions of narrative medicine have made significant
contributions as practices of reflection in health care. But in both
models, reflection is the pursuit of health care practitioners
apart from patients, whose participation seems limited to
providing material for health care practitioner reflection. My
lecture proposes dialogical reflective practice, based on
the premise that if the objective of reflection is to enhance
clinical relationships, both people in that relationship need to
be engaged in reflection, for it to become a dialogical effort.
The lecture offers a basic template for reflection by suggesting
the multiple voices in which both health care practitioner and
patient speak. Reflection begins with hearing these multiple
voices, both in one’s own speech, and in the speech of the
other.
Stephen Kemmis
Stephen Kemmis
is Professor in the School of Education
at Charles Stuart University, Wagga Wagga,
NSW, Australia, and a key researcher in
the University’s Research Institute for
Professional Practice, Learning and
Education. He is co-author with Wilfred
Carr of Becoming Critical: Education,
knowledge and action research
(London: Falmer, 1986) and, with
Robin McTaggart (2005) of ‘Participatory
Action Research: Communicative Action
and the Public Sphere’, Chapter 23 in
Norman Denzin & Yvonna Lincoln (eds.)
The Sage Handbook of Qualitative
Research, 3rd edn.
(Thousand Oaks, California: Sage), as
well as other publications on action
research. His
most recent book, co-edited with Tracey
Smith (2008), is Enabling Praxis:
Challenges for education, in the
Sense Publishers (Rotterdam) ‘Pedagogy,
Education and Praxis’ series. The book
is a contribution to an international
research program on praxis
development involving researchers
from Australia, the Netherlands, Sweden,
Norway, Finland and the United Kingdom.
Dr. Stephen Kemmis will
deliver the
following address at the conference:
DOWNLOAD SLIDES
Developing Professional Practice Knowledge through
Reflection: Current Trends, Future Directions
There has been a long debate
about how research contributes to theoretical knowledge (epistēmē)
about practice and to the development of technique in the
professions (poiesis). There has also been debate about how research can contribute to
praxis as 'right conduct' (on a neo-Aristotelian view of praxis)
and as 'socially responsible, history-making action' (on a post-Marxian view) in the
professions, and also to phronēsis,
the disposition that Aristotle described as guiding and
informing praxis. There is a danger in contemporary times,
however, that
phronēsis comes to be
regarded simply as a form of knowledge ‘in the heads’ (and moral
commitments) of practitioners rather than in terms of practical
reasoning and practical philosophy – that is, as something that
can be taught rather than as something developed through
experience and as a capacity to approach the unavoidable uncertainties of practice in
a thoughtful and
reflective way. In
this paper, I will explore the sociality
of phronēsis:
the notion that praxis is informed by historically-formed practice traditions
that give praxis
substance and significance, so that ‘right conduct’ and ‘socially-responsible
action’ are evaluated against historically-given and evolving standards of excellence that
orient the collective practice of professions (in addition to
the conduct of individual professionals). On this view, critical
reflection is to be regarded not only as a task for
individual professionals but also as a collective communicative task for members of the
communities of practice that constitute professions.
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