Being and Time.

Navigating the theoretical landscape of loneliness research: How interdisciplinary synergy contributes to further conceptualizations

“…Such a flight response to loneliness is quite reminiscent of the urge to escape the anguish felt in the face of homelessness, the feeling of not being at home in the world (Graneheim & Lundman, 2010). Nevertheless, the escapist strategy of fully immersing oneself in life's fleetingness works counterproductively and compromises the possibility of living life authentically (Heidegger, 1962). Denying oneself that which is important undermines the possibility of achieving meaningful connections, because it poses individuals at risk of losing touch with their deepest self, which only strengthens disconnectedness (Bolmsjö et al, 2019).…”

Hermeneutic phenomenological research on how nurse educators make meaning of compassion and understand its role in their professional practice

“…Hermeneutic phenomenology was the most fitting methodology for the research as it enabled thinking beyond concepts of compassion and to be attentive to meanings hidden in nurse educators' everyday experiences. Philosophical concepts that underpin hermeneutic phenomenology propounded by Heidegger (1962) and Gadamer (2004) were adapted and guided the research data collection and interpretive processes.…”

“…As they talked about their engagement with others, their stories uncovered particular forms of Being-with one-another, revealed through authentic and inauthentic ways of Being that is interpreted as compassion or lack of compassion. According to Heidegger (1962), humans are already socialised in public practices and they can either choose to accept the norms and culture of society and exist inauthentically or face up to their anxiety and become an authentic self. Inauthentic Being is not always a deficient mode of existence (Heidegger, 1962) but in this research it is demonstrated when the participants followed unwritten rules of avoiding personal emotions on how compassion is taught: 'I understand why we have these rules because when you are talking about personal experiences it's easy to feel quite emotional…and that can be disruptive.…”

“…According to Heidegger (1962), humans are already socialised in public practices and they can either choose to accept the norms and culture of society and exist inauthentically or face up to their anxiety and become an authentic self. Inauthentic Being is not always a deficient mode of existence (Heidegger, 1962) but in this research it is demonstrated when the participants followed unwritten rules of avoiding personal emotions on how compassion is taught: 'I understand why we have these rules because when you are talking about personal experiences it's easy to feel quite emotional…and that can be disruptive. Some of my colleagues use scenarios and not personal stories, kind of what I call synthetic.…”

“…Ann seemed to appreciate the reasons behind the customary rule of not sharing personal stories in the classroom and although she went along with normative practices that are championed by others that relate to inauthentic existence (Heidegger, 1962), she was unsure if emotional avoidance was the best way to facilitate compassion. Similarly, another participant recognised that sharing personal stories about suffering could be upsetting for students and time-consuming and whilst the emotional aspects were avoided, she believed it is part of facilitating compassion:…”