Teaching and LearningNarrative Pedagogy: Heideggerian Hermeneutical Analyses of Lived Experiences of Students, Teachers, and CliniciansDiekelmann, Nancy, PhD, RN, FAANAuthor Information Helen Denne Schulte Professor; University of Wisconsin-Madison, School of Nursing; Madison, Wisconsin This article was presented in part as keynote speech, "Rethinking Practice Education: Transforming Curricula through Interpretive Pedagogies" at the 1999 Chicago Institute for Nursing Education. The author acknowledges the contributions of study participants, the research team members, and participants of the University of Wisconsin-Madison summer Nursing Institutes for Heideggerian Hermeneutical Studies, who generously provided their insights and wisdom. Advances in Nursing Science: March 2001 - Volume 23 - Issue 3 - p 53-71 Buy Abstract Research-based innovation in nursing education is needed to address complexities in both educational and clinical environments. This 12-year study describes Narrative Pedagogy that arises out of the common lived experiences of students, teachers, and clinicians in nursing education. Narrative Pedagogy as sharing and interpreting contemporary narratives is a call for students, teachers, and clinicians to gather and attend to community practices in ways that hold everything open and problematic. It utilizes conventional, phenomenologic, critical, and feminist pedagogies, along with postmodern discourses to revision nursing education. Narrative Pedagogy emanates out of interpretive phenomenology. The Concernful Practices of Schooling Learning Teaching are common experiences that belong together and co-occur and provide a new language for students and teachers. They will be explicated in the context of three narratives. Narrative Pedagogy is described as a research-based, innovative alternative for reforming nursing education. Copyright © 2001 Wolters Kluwer Health, Inc. All rights reserved.