This theoretical study explores spirituality in nursing education. My purpose for exploring spirituality is to promote connectedness in educational endeavors. This study addresses the philosophical challenge addressing the quality, or meaning of experiences in nursing education, and illuminates the opportunities for spiritual awareness in those experiences. An initial critique of modernist thought provides support for the need for spiritual and existential inquiry. The association of spirituality with religious, magical, or New Age notions is clarified. Various discourses of spirituality in curriculum studies, nursing, and nursing education are explored. Chapter II presents the dialogical existentialism of Martin Buber and the Human Becoming Theory of Rosemarie Rizzo Parse providing the framework for analysis of literature and development of a connected pedagogy. Chapters III and IV contain the extensive literature review and initial analysis within the theoretical framework. Emergent themes from the literature are developed in Chapter V offering a vision of a spiritually connected pedagogy. Spirituality is discussed as a relational concept of elements present in everyday life. Themes such as quietude, discomfort, contemplation, and surrender are addressed in the context of how they can connect teachers and students to present lives and work. I address spirituality as transformative not only on a grand scale, but as a way of living and teaching in the everyday world. This study aims to demystify spirituality and bring it into everyday consciousness. The specific methodology used in this study is that of writing. Writing provides a means for self-reflection, transformation, and intellectual growth. The process involves a series of reading, reflecting, and interpreting the literature. Included in the written analysis are personal narratives revealing insights into a connected pedagogy as they unfolded in the writing activity.
","abstract_html":"<p>This theoretical study explores spirituality in nursing education. My purpose for exploring spirituality is to promote connectedness in educational endeavors. This study addresses the philosophical challenge addressing the quality, or meaning of experiences in nursing education, and illuminates the opportunities for spiritual awareness in those experiences. An initial critique of modernist thought provides support for the need for spiritual and existential inquiry. The association of spirituality with religious, magical, or New Age notions is clarified. Various discourses of spirituality in curriculum studies, nursing, and nursing education are explored. Chapter II presents the dialogical existentialism of Martin Buber and the Human Becoming Theory of Rosemarie Rizzo Parse providing the framework for analysis of literature and development of a connected pedagogy. Chapters III and IV contain the extensive literature review and initial analysis within the theoretical framework. Emergent themes from the literature are developed in Chapter V offering a vision of a spiritually connected pedagogy. Spirituality is discussed as a relational concept of elements present in everyday life. Themes such as quietude, discomfort, contemplation, and surrender are addressed in the context of how they can connect teachers and students to present lives and work. I address spirituality as transformative not only on a grand scale, but as a way of living and teaching in the everyday world. This study aims to demystify spirituality and bring it into everyday consciousness. The specific methodology used in this study is that of writing. Writing provides a means for self-reflection, transformation, and intellectual growth. The process involves a series of reading, reflecting, and interpreting the literature. Included in the written analysis are personal narratives revealing insights into a connected pedagogy as they unfolded in the writing activity.</p>","abstract_has_math":false,"creators":["Lickteig, Melissa K."],"institution":null,"degree_name":"Doctor of Education in Curriculum Studies","degree_level":"Dissertation (restricted to Georgia Southern)","degree_discipline":"Department of Curriculum, Foundations, and Reading","degree_department":null,"school":null,"contributors":["Ming Fang He","Dan Rea","June Alberto"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2003,"date_issued":"2003-01-01T08:00:00Z","date_published":"2003-01-01T08:00:00Z","updated_at":"2026-07-24T02:28:40Z","subjects":["ETD","Spirituality","Nursing education","Curriculum studies","Modernist education","Curriculum and Instruction","Curriculum and Social Inquiry","Education","Educational Assessment, Evaluation, and Research"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.georgiasouthern.edu/etd_legacy/865","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Ming Fang He","Dan Rea","June Alberto"]},{"key":"dc:creator","label":"Author","values":["Lickteig, Melissa K."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2015-09-10T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Department of Curriculum, Foundations, and Reading"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation (restricted to Georgia Southern)"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Curriculum Studies"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["ETD","Spirituality","Nursing education","Curriculum studies","Modernist education","Curriculum and Instruction","Curriculum and Social Inquiry","Education","Educational Assessment, Evaluation, and Research"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.georgiasouthern.edu/etd_legacy/865"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This theoretical study explores spirituality in nursing education. My purpose for exploring spirituality is to promote connectedness in educational endeavors. This study addresses the philosophical challenge addressing the quality, or meaning of experiences in nursing education, and illuminates the opportunities for spiritual awareness in those experiences. An initial critique of modernist thought provides support for the need for spiritual and existential inquiry. The association of spirituality with religious, magical, or New Age notions is clarified. Various discourses of spirituality in curriculum studies, nursing, and nursing education are explored. Chapter II presents the dialogical existentialism of Martin Buber and the Human Becoming Theory of Rosemarie Rizzo Parse providing the framework for analysis of literature and development of a connected pedagogy. Chapters III and IV contain the extensive literature review and initial analysis within the theoretical framework. Emergent themes from the literature are developed in Chapter V offering a vision of a spiritually connected pedagogy. Spirituality is discussed as a relational concept of elements present in everyday life. Themes such as quietude, discomfort, contemplation, and surrender are addressed in the context of how they can connect teachers and students to present lives and work. I address spirituality as transformative not only on a grand scale, but as a way of living and teaching in the everyday world. This study aims to demystify spirituality and bring it into everyday consciousness. The specific methodology used in this study is that of writing. Writing provides a means for self-reflection, transformation, and intellectual growth. The process involves a series of reading, reflecting, and interpreting the literature. Included in the written analysis are personal narratives revealing insights into a connected pedagogy as they unfolded in the writing activity.
"]},{"key":"dc:title","label":"Title","values":["Exploring a Connected Pedagogy: An Existential Inquiry of Spirituality in Nursing Education"]}]}],"canonical_facts":{"dc:contributor":["Ming Fang He","Dan Rea","June Alberto"],"dc:creator":["Lickteig, Melissa K."],"dc:date.available":["2015-09-10T07:00:00Z"],"dc:description.abstract":["This theoretical study explores spirituality in nursing education. My purpose for exploring spirituality is to promote connectedness in educational endeavors. This study addresses the philosophical challenge addressing the quality, or meaning of experiences in nursing education, and illuminates the opportunities for spiritual awareness in those experiences. An initial critique of modernist thought provides support for the need for spiritual and existential inquiry. The association of spirituality with religious, magical, or New Age notions is clarified. Various discourses of spirituality in curriculum studies, nursing, and nursing education are explored. Chapter II presents the dialogical existentialism of Martin Buber and the Human Becoming Theory of Rosemarie Rizzo Parse providing the framework for analysis of literature and development of a connected pedagogy. Chapters III and IV contain the extensive literature review and initial analysis within the theoretical framework. Emergent themes from the literature are developed in Chapter V offering a vision of a spiritually connected pedagogy. Spirituality is discussed as a relational concept of elements present in everyday life. Themes such as quietude, discomfort, contemplation, and surrender are addressed in the context of how they can connect teachers and students to present lives and work. I address spirituality as transformative not only on a grand scale, but as a way of living and teaching in the everyday world. This study aims to demystify spirituality and bring it into everyday consciousness. The specific methodology used in this study is that of writing. Writing provides a means for self-reflection, transformation, and intellectual growth. The process involves a series of reading, reflecting, and interpreting the literature. Included in the written analysis are personal narratives revealing insights into a connected pedagogy as they unfolded in the writing activity.
"],"dc:identifier":["https://digitalcommons.georgiasouthern.edu/etd_legacy/865"],"dc:subject":["ETD","Spirituality","Nursing education","Curriculum studies","Modernist education","Curriculum and Instruction","Curriculum and Social Inquiry","Education","Educational Assessment, Evaluation, and Research"],"dc:title":["Exploring a Connected Pedagogy: An Existential Inquiry of Spirituality in Nursing Education"],"thesis:degree_discipline":["Department of Curriculum, Foundations, and Reading"],"thesis:degree_level":["Dissertation (restricted to Georgia Southern)"],"thesis:degree_name":["Doctor of Education in Curriculum Studies"]},"updated_at":"2026-07-24T02:28:40Z"}