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Vila och lärande om vila. En studie på livsvärldsfenomenologisk grund
Mälardalen University, School of Health, Care and Social Welfare.ORCID iD: 0000-0002-3307-6779
2002 (Swedish)Doctoral thesis, monograph (Other academic)
Abstract [sv]

Avhandlingsarbetets syfte var att utifrån människors levda erfarenheter av vila, utveckla en tentativ teori om vila och om lärande avseende vila. Den kunskapen har utgjort grund för att beskriva hur förutsättningar för lärande avseende vila kan skapas. En modell för lärande avseede vila har utvecklats, i vilken en ömsesidighet mellan innehåll, lärande och förutsättningar för lärande beaktas.

Studien genomfördes med en livsvärldsfenomenologisk ansats och med intervju som datainsamlingsmetod. Analysen genomfördes enligt en beskivande fenomenlogisk metodologi, i syfte att beskriva fenomenets generella struktur

En generell struktur av fenomenet vila, implicerar en dualitet mellan vila och icke-vila. Essensen i vila utgörs av en harmoni i vilja, känsla och handling Vilan gestaltas i och med att en inre verklighet avseende behov och längtan överensstämmer med den yttre verklighetens beskaffenhet. Till vilans essens relateras innebördselementen: vilorytm i livet, stämningar av skönhet och trevnad, bejakad utan bedömning, frihet från bekymmer och tvång, samvaro med gemensamt intresse, att dröja, lustfylld stimulans och lustfylld utmaning.

Essensen i icke- vila är disharmoni i vilja, känsla och handling. Upplevelsen av disharmoni tär på krafterna och blir allt påtagligare ju längre icke-vilan pågår.

Att lära sig vila innebär att bli medveten om sitt behov av att ha en livsrytm som ger utrymme för vila, att tillåta sig att leva i en sådan rytm och att finna eller skapa källor där kraft kan hämtas.

Modellen för lärande avseende vila består av tre dimensioner: lärande om vila, lärande i vila och lärande genom vila. Lärande om vila kan relateras till idëer om livsvärld, levd kropp, tid och rum, cirkularitet och intentionalitet. Lärande genom vila kan relateras till hälsa och lärande i vila kan relateras till etiska och estetiska aspekter.

 

Abstract [en]

The aim of the dissertation was to develop a tentative teory about rest and the learning of rest, by proceeeding from people´s lived experiences of rest. The aim also has been to develop a model for learning how to rest, where the mutuality between the learning content, the people learning and the conditions for learning are considered. Three reserach questions have been used as a guide in the dissertation work: What is the meaning of rest? How do individuals learn to rest? How can conditions be created to help people learn how to rest?

In society, there is a tendency that both the pace of life and the production process is expected to function as quickly possible as, so that the time can be used as effectively as possible. Individuals are finding it problematic to relate to and deal with these changes. An accelerated tempo, and an increased consciousness of time are signs of this. This creates ill health, which can be partly understood as an inability to rest. Therefore, it becames a pedagogic question for people to learn how to rest, which can be described as to accuire a skill or an art. A skill is situated in between theory and practice. Knowledge and action are inseparably allied with each other in skills.

The research questions were studied with a life-world phenomenological approach, and interviews were chosen as method for collecting data. In the interviews, the reseracher was guided by concepts significant for human science research: openness, immediacy, intersubjectivity, meaning, uniqueness. In the analysis of data a descriptive phenomenological methodology was used, with searching for essence.

A general structure of the phenomenon of rest, implies a duality between rest and non-rest. The essence of rest is a harmony in feeling, action and motivation. The formation of rest develops when people´s inner reality, concerning need and longing, correspond to the shape and character of their external reality. The constituents for the essence of rest is : rest rythm in life, atmosphere of beauty and comfort, o be accepted without judgment , a relation involving mutual interests, freedom from anxiety and compulsion, a state of detachment and relaxation, enjoyable experiences and challenges. The essence of non-rest is a disharmony in motivation, fellings and actions. This experience of disharmony, drains people of energy, which becomes more obvious the longer the period on non-rest continues. The constituents for the essence of non-rest is: to be motivated but not be able to, to be able to yet not be motivated, to be motivated but not be able to feel.

To learn how to rest involves becoming conscious of a rythm in one´s way of life, to allow for a rythm in life, and to find or create sources where energy can be drawn. The model for learning how to rest is constituted by three dimensions: learning about rest, learning through rest and learning in rest.

Learning about rest can be related to ideas about life-world, lived body, time and space, circularity and intentionality. Knowledge about learning through rest can be related to ideas about health, and knowledge about leraning in rest can be related to ethics and aesthetics.

Place, publisher, year, edition, pages
Göteborg: ACTA UNIVERSITATIS GOTHOBURGENSIS , 2002. , p. 232
Series
Göteborg Studies in Educational Sciences, ISSN 0436-1121 ; 180
Keywords [en]
rest, stress, health, caring, learning, skills, lived body, life-world, phenomenology
Keywords [sv]
vila, stress, hälsa, fenomenologi, lärande, vårdande, omvårdnad, färdighet, levd kropp, livsvärld
National Category
Nursing
Identifiers
URN: urn:nbn:se:mdh:diva-10721ISBN: 91-7346-437-6 (print)OAI: oai:DiVA.org:mdh-10721DiVA, id: diva2:360276
Public defence
2002-09-20, Sal 2119, Arvid Wallgrens Backe 2, Göteborg, 09:15 (Swedish)
Opponent
Supervisors
Available from: 2010-11-02 Created: 2010-11-02 Last updated: 2013-12-19Bibliographically approved

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