note: “Mr. B. states he is ‘feeling sick from taking his
pills.’ He would like to speak with the doctor but
does not know how to reach him; requests nurse
to contact doctor. Mr. B. states that he ‘wants to
lie quietly but is too uncomfortable to do so.’ ”
Professionals guided by standards of practice con-
sistent with human becoming record the patient’s
experiences and the actions taken based on the per-
son’s concerns and wishes.
Practice consistent with the Human Becoming
Theory is transformative. Some staff choose to
study the theory so that the source of their trans-
forming can continue in more depth and with
more clarity. At the very least, persons who have the
opportunity to learn human becoming will learn
something about their own values and intentions as
a person and as a professional. Whether or not the
journey will continue on any particular path is not
known. The professionals who accept the invitation
to think and be different become the leaders for
change. One consistent pattern over time has been
that if the theory does help, if it does enhance qual-
ity of care and quality of work life, then it also has
the power to resist the pressure to return to the
status quo.EDUCATION
A process model of teaching-learning is supported
by Parse’s human becoming school of thought.
From a human becoming perspective, Bunkers de-
fined teaching-learningas “an all at once process of
engaging with others in coming to know” (1999, p.
227). Eight teaching-learning processes, emphasiz-
ing the notion that teaching-learning is a dynamic
interactive human encounter with ideas, places,
people, and events, are listed in Figure 14–4. These
eight teaching-learning processes include “expand-
ing imaginal margins, naming the new, going with
content-process shifts, abiding with paradox, giving
meaning, inviting dialogue, noticing the now, and
growing story” (Bunkers, 1999, p. 227).
Bunkers (1999) wrote:- Expanding imaginal marginsinvolves focusing
on the imaging process. Expanding imaginal
margins while engaging with others in coming
CHAPTER 14 Applications of Parse’s Human Becoming School of Thought 207The Teaching-Learning Process and the
Theory of Human Becoming
The teaching-learning process confronts the familiar-unfamiliar all-at-once. From a human becoming
perspective, teaching-learning is a process of engaging with others in coming to know. The Seeker,
in engaging with others, participates in simultaneous processes of coming to know at an explicit-tacit level.
These processes include:E N G A G I N G
Expanding Imaginal Margins
Naming the New
Going with Content-Process Shifts
Abiding with Paradox
Giving Meaning
Inviting Dialogue
Noticing the Now
Growing StoryWITH OTHERS IN THE PROCESS OF COMING TO KNOW
FIGURE 14–4 The teaching-learning process and the theory of human becoming.Reprinted with permission from Bunkers, S. S., 1999.
The teaching process and the theory of human becoming. Nursing Quarterly, 11, 56–63.