I feel quite moved by Je Kan Adler-Collins's 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, in which I have found that a seemingly 'Western - Eastern minded nurse' has explicated his own nursing commitment. This has been a tremendous and ultimately successful venture for Eastern-culture-rooted person trying progressively to fulfil an ante-cultural task to complete a curriculum, and then productively providing good practice for healing and reflective nurses. This great result is not only a success for education but much more, I think, to change in social conditions. As widely accepted, Eastern culture or Japanese culture or Buddhist implications are more a concern to women. Being a nurse must make it more difficult to share more with some men, for theirs is a culture in which respect is shown to nearly all people in Eastern countries and especially in Japan, the writer, who has been richly influenced by Western educational knowledge and ideology has started his journey by going very deep into what can be seen as female aspects of such a career and has tried out his ideas and knowledge very thoroughly in order to develop his own living educational theories. This has ultimately brought not only to the researcher but most importantly to the society insights and advantages. His clever way of depicting Buddhist issues, being summarised as "The concepts of the Four Noble Truths in Structuring My Emerging Epistemology", become a very reasonable claim in the idea that "suffering or humiliation needs nursing or healing improving, thirst and craving requires a better social environment or exactly nursing, and release means an uncomfortness in releasing from an uneased condition". How can we do this to change our lives? How can a nurse do well to change their working life and can make patients feel satisfaction and fulfilment? I can see Je Kan Adler-Collins's curriculum is providing an answer to these kinds of questions.
To the author, it is certainly a long journey through life from military experience to an educational researcher and then to become an educator and researcher, and truly a hard journey to become a "pilot" of nursing education for social reform. The researcher's great mind and hard work for designing the curriculum and progressive practice for his students have made clearly his own "living educational theory action research" manifest. Porter(2005) is right,"The most amazing and original thing about your project, I think, is that you developed a healing curriculum - in another country-culture far different from your own, received the highest level of official approval, gained access to implement the curriculum within a fairly traditional school of nursing, including commitment of resources and it has and is being successful. Your reflections of your experience and why it happen for you that way and how you coped with it and what you learned and how you have changed - it seems to me to be the source of the unique."
This is not only a comment for Je Kan Adler-Collins's textual work but also I agree a considerable endorsement of this report.
I feel sure that a great change will continue to follow Je Kan Adler-Collins's practice through his 'Curriculum' as he has claimed:
"I believe that the classroom can and should be a safe place for learning where the students and the teachers co-create knowledge that is not only the given curriculum but citizenship and life skills as well. I have questioned my values of love and compassion that are grounded in my Buddhist faith. While my understanding has deepened with the process of critical enquiry my basic underpinning, ontology has been strengthened." And my sincere and respectful wishes to him for sharing widely such ideas as: "With the changing in social structuring in Japan under the influence of western thinking [people] are expanding their choices of employment."
My suggestion is to publish this paper as it stands.