A philosophy underlying excellence in teaching.

Nili Tabak*, Livne Adi, Mali Eherenfeld

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review


This article discusses nursing education and changing paradigms of knowledge, emphasizing critical thinking, nursing praxis, and the place of the educator as a role model who provides knowledge, facilitates critical thinking, and teaches students how to cope with the knowledge. It interprets the connection between knowledge and power as a potential source of injustice and inequality in the student-teacher relationship; and tries to solve this problematic issue by annulling the differences in power. Examples from clinical areas are presented to illustrate differential power the educator-teacher-researcher has in different clinical areas.

Original languageEnglish
Pages (from-to)249-254
Number of pages6
JournalNursing Philosophy
Issue number3
StatePublished - Oct 2003


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