Still more than a pedagogical and philosophical category, care is a practice embodied in actions, looks, postures, words. Care is “presence”: according to Heidegger, it is “being-in-the-world-with-others”. Care endows situations experienced in healthcare contexts with unique qualities: for example when we accompany the dying, or enable people who are undergoing existential distress to experience other ways of being themselves. Being a caring presence is a being that is “at issue for it[self]”: practitioners experience an inextricable and problematic intertwining of the personal and professional spheres. In this paper I reflect on how such a caring presence may be sustained by bringing to bear a pedagogical approach. Self-care, understood as an educational, professional and self-formative practice, may provide a solution that allows us to go beyond individual empowerment. Indeed, self-care may be a key prerequisite to caring for all existential experience in healthcare contexts. Defining exactly how this process might work is a matter for further investigation.
Prima di essere una categoria pedagogica e filosofica, la cura è pratica incarnata in gesti, sguardi, posture, parole. La cura è “presenza”: heideggerianamente, “essere-nel-mondo-con-gli-altri”. La cura dona qualità uniche alle situazioni vissute in contesti sanitari o socio-educativi; per esempio, nei luoghi in cui si accompagna qualcuno nel suo morire o in cui si consente a chi vive situazioni di disagio esistenziale di sperimentare possibilità altre di essere se stessi. Nell’“essere presenza di cura” del professionista “ne va di sé”, in un intreccio indistricabile tra dimensioni personali e professionali. L’articolo si chiede come poter sostenere, dal punto di vista pedagogico, la presenza di chi cura e individua nell’aver cura di sé, intesa come pratica professionale formativa e autoformativa, una risposta in grado di andare oltre l’empowerment individuale. L’aver cura di sé può infatti divenire condizione essenziale per aver cura dell’esperienza esistenziale vissuta nei servizi sanitari o sociali: occorre però comprendere come.
Palmieri, C. (2014). Being a caring “presence”: caring for the care experience. ENCYCLOPAIDEIA, 18(39), 55-63 [10.6092/issn.1825-8670/4577].
Being a caring “presence”: caring for the care experience
PALMIERI, CRISTINAPrimo
2014
Abstract
Still more than a pedagogical and philosophical category, care is a practice embodied in actions, looks, postures, words. Care is “presence”: according to Heidegger, it is “being-in-the-world-with-others”. Care endows situations experienced in healthcare contexts with unique qualities: for example when we accompany the dying, or enable people who are undergoing existential distress to experience other ways of being themselves. Being a caring presence is a being that is “at issue for it[self]”: practitioners experience an inextricable and problematic intertwining of the personal and professional spheres. In this paper I reflect on how such a caring presence may be sustained by bringing to bear a pedagogical approach. Self-care, understood as an educational, professional and self-formative practice, may provide a solution that allows us to go beyond individual empowerment. Indeed, self-care may be a key prerequisite to caring for all existential experience in healthcare contexts. Defining exactly how this process might work is a matter for further investigation.File | Dimensione | Formato | |
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