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(2012) Hermeneutic phenomenology in education, Dordrecht, Springer.
In this chapter we wish to contribute to an emerging debate about what scholarship means in a changing world where domains of knowledge have become exceedingly complex, in that knowledge is increasingly specialized and raises significant challenges for how these different discourses relate to one another in both theory and practice. Such complexity is particularly highlighted in caring professions such as nursing, midwifery, medicine, psychology, social work and other professions allied to medicine, where immersion in practice has exposed a deep inseparability between knowledge, ethics and action.
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Galvin, K. , Todres, L. (2012)., The creativity of "unspecialization", in N. Friesen, C. Henriksson & T. Saevi (eds.), Hermeneutic phenomenology in education, Dordrecht, Springer, pp. 107-118.
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