A narrative of my ontological transformation as I develop, pilot, and evaluate a curriculum for the healing and reflective nurse in a Japanese faculty of nursing

The cultural context of my question is the Faculty of Nursing at Fukuoka Prefectural University in Japan. The history, economics and politics of this social context are important to my inquiry as I am seeking to influence the education and the social formation of a new faculty of nursing through the design and pedagogisation of a curriculum for healing and enquiring nurses. This is also the context for my own learning between September 2004 & September 2008 as I ask, research and answer the question: 'How am I developing a curriculum and pedagogy for healing and enquiring nurses in living my life of learning as an educational inquiry?’ The research context focuses on my knowledge-creation as I seek to answer my questions and contribute to the development of a new epistemology for a new scholarship of educational inquiry for healing nurses. The development of this epistemology will be studied as part of the process through which the embodied knowledge of nursing practitioners is validated and legitimated as nursing attributes of professional praxis in relationship to embracing healing and care. This will involve the clarification of my embodied values in the process of their emergence in my nursing and teaching practice. Such a process will also involve the clarification of my own values and knowledge as I design and pedagogise a curriculum for the healing and enquiring nurse. In the process of this clarification, the embodied values and knowledge become transformed into a life affirming flow of energy as living educational standards of judgment and practice. These can be used to evaluate the validity of my knowledge claims and praxis, with my peers.