|Abstract or Summary
- This study documented the history of the development and practice of the
kinlein associate. Consumer dissatisfaction with health care, nursing unrest, and
increased demand for long-term care-givers were the antecedents for a paradigm shift
to "caring with" persons based upon the theory of esca developed by
M. Lucille Kinlein. Interested people wanted to learn how to offer care from this
perspective, and informal classes were held in several locations across the nation.
The study focused on identifying the teaching methods used by the founder,
Miss Kinlein. The methodology was deemed important in an attempt to assure that
future kinlein associate teachers reflect the original educational processes and style
when Miss Kinlein is no longer teaching. Her methods were considered important for
kinlein associate teachers to prepare kinlein associates for practice.
To determine Miss Kinlein's teaching methodology, qualitative research was
conducted by observing her teaching, face to face interviews with students and
kinleiners interested in teaching, and material gathered from the founder, Institute of
Esca/Practice of Kinlein, and the Detente Homer, Alaska. Modeling, coaching, and
directed inquiry were the primary methods used by Miss Kinlein and Mrs. Raymond,
kinleiner of reference at the Homer Detente, in teaching kinlein associates. It was
important to ground their teaching in educational theory and the contemporary
interest in constructivism philosophy. Principles were extracted from several articles
regarding constructivist philosophy/theory and were aligned with principles from the
theory of esca used by Miss Kinlein. The parallels between the theory of esca and
constructivism were striking.
The study concluded by recommending Miss Kinlein and her student teachers
examine the constructivism philosophy relative to the kinlein philosophy and theory of
esca. The result of this examination may open kinleiner interest to explore similar,
new ideas and serve as a spark for an intellectual/philosophical interchange among
professional kinleiners and educators. Specific recommendations were given
regarding immediate attention to kinlein associate curriculum, videotaping Miss
Kinlein teaching various levels of courses, and developing a course on assisting
students in moving in esca in learning.