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Phronesis: Recognising a neglected dimension of knowledge within occupational therapy research
Karolinska Inst, Div Occupat Therapy, Dept Neurobiol Care Sci & Soc, Huddinge, Sweden..
Karolinska Inst, Div Occupat Therapy, Dept Neurobiol Care Sci & Soc, Huddinge, Sweden.;Umea Univ, Dept Community Med & Rehabil, Div Occupat Therapy, Umea, Sweden..
Umea Univ, Dept Community Med & Rehabil, Div Occupat Therapy, Umea, Sweden.;Sch Hlth & Welf, Halmstad, Sweden..
Karolinska Inst, Div Occupat Therapy, Dept Neurobiol Care Sci & Soc, Huddinge, Sweden.;Karolinska Univ Hosp, Med Unit Occupat Therapy & Physiotherapy, Theme Womens Hlth & Allied Hlth Profess, Stockholm, Sweden..
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2024 (English)In: Scandinavian Journal of Occupational Therapy, ISSN 1103-8128, E-ISSN 1651-2014, Vol. 31, no 1, article id 2341782Article in journal (Refereed) Published
Abstract [en]

BackgroundPhronesis is a way of knowing, implying wisdom, experiences, and reflections that guide our judgements. Phronesis, important for learning, is a neglected form of knowledge when applied to research.AimTo examine how phronesis is conceptualised and practiced in three research projects.MethodData from eight interviews with researchers involved in three research projects was generated. The interview material was analysed. A theoretical matrix of contemporary understanding of phronesis was applied to the material.ResultExamples of phronesis from three research projects in occupational therapy are presented according to categories of contemporary phronesis; acknowledging embodiment, embracing humility, using perceptiveness, and practicing reflexivity.SignificanceThis unique approach of analysing research projects contributes to the understanding of phronesis and its implications for research, providing valuable insights into the researchers' praxis in their respective projectsConclusionThere is a need for a greater recognition of phronesis as a dimension of knowledge within all types of research, and within the discipline. By not recognising phronesis as a legitimate form of knowledge, the discipline perpetuates a superiority of knowledge from episteme that dominates our ways of learning about the world around us and where the type of knowledge gleaned from phronesis is consequently marginalised.

Place, publisher, year, edition, pages
Taylor & Francis, 2024. Vol. 31, no 1, article id 2341782
Keywords [en]
Episteme, learning, occupational science, praxis, qualitative, reflexive, techne
National Category
Occupational Therapy
Identifiers
URN: urn:nbn:se:hj:diva-64084DOI: 10.1080/11038128.2024.2341782ISI: 001205223300001PubMedID: 38630858Scopus ID: 2-s2.0-85190681795Local ID: HOA;;949376OAI: oai:DiVA.org:hj-64084DiVA, id: diva2:1855381
Funder
Forte, Swedish Research Council for Health, Working Life and Welfare, 2016-07089The Kamprad Family Foundation, 20180317Available from: 2024-04-30 Created: 2024-04-30 Last updated: 2024-04-30Bibliographically approved

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Rosenberg, Lena

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