Learning across the professions: the clergy, a case in point.

In this article, we examine similarities and differences in the educational goals and pedagogies of nursing and clergy students. We argue that nurse educators can learn a broader perspective of rationality than the narrow, technical rationality of instrumental problem solving taught in most professional schools. An interpretive form of rationality is needed to address suffering and human concerns in the world. The pedagogies of interpretation, formation, contextualization, and performance used in clergy education offer a more interpretive, historical, and contextual approach to reasoning.