This study aimed to explore the phenomenon of suffering as viewed from the humanbecoming paradigm. The Parse research method was used for this study and answers the question: What is the structure of the living experience of suffering? The participants were 10 individuals who experienced one of the most dreadful typhoons in the archipelago of the Philippines. The central finding of the study was as follows: Suffering is penetrating disheartenment amid resoluteness, as pondering with diverse alliances surfaces with lingering glimmers of destruction. The findings are discussed in relation to the humanbecoming paradigm and related literature.

The dialogue between Jacqueline Fawcett (JF) and the four authors-William K. Cody (WKC), Gail J. Mitchell (GJM), Christine M. Jonas-Simpson (CMJ-S), and Françoise V. Maillard Strüby (FVMS)-follows.

The purpose of this article is to present a Parsesciencing inquiry about the universal humanuniverse living experience of persevering. Six adult historians who engaged in dialogue with the scholar were invited to describe their experiences with the question: “Please tell me, what is your experience of persevering?” The discerning extant moment of the living experience of persevering was as follows: Persevering is resolutely pressing on with the cherished arising with the restricting barriers of diverse affiliations with the transsubstantiating as: Persevering is powering valuing the enabling-limiting of connecting-separating.

Online education can be a wonderful teaching-learning experience for professors and students alike. This column shares excerpts from postings that students and a professor wrote during an online nursing theories course with the intention to illuminate selected essences, paradoxes, and processes of Parse's teaching-learning model and to portray living attentive presence and changing perspectives with online teaching-learning strategies. This reflection was initiated in Pittsburgh, Pennsylvania at the Institute of Human Becoming when two of the authors (Aquino-Russell and Maillard Strüby) were introduced to the human becoming teaching-learning model by nurse theorist Rosemarie Rizzo Parse.