[1] Loretta T. Zderad, "A Concept of Empathy" (Ph.D. dissertation, Georgetown University, 1968). Josephine G. Paterson, "Echo into Tomorrow: A Mental Health Psychiatric Philosophical Conceptualization of Nursing" (D.N.Sc. dissertation, Boston University, 1969). Loretta T. Zderad, "Empathy--From Cliche to Construct," _Proceedings of the Third Nursing Theory Conference_ (University of Kansas Medical Center Department of Nursing Education, 1970), pp. 46-75. Josephine G. Paterson, "From a Philosophy of Clinical Nursing to a Method of Nursology," _Nursing Research_, Vol. XX (March-April, 1972), pp. 143-146. Josephine G. Paterson and Loretta T. Zderad, "All Together Through Complementary Synthesis," _Image_, Vol. IV, No. 3 (1970-71), pp. 13-16. {85} 8 HUMANISTIC NURSING AND ART The term "humanistic nursing" often is interpreted as implying humaneness. Logically, humane caring must be one aspect (a major aspect) or a natural expression of humanistic nursing practice theory. But the term means more. According to the position being taken here, nursing may be described appropriately as humanistic since at its very base it is an inter-human event. As an intersubjective transaction, its meaning is found in the human situation in which it occurs. As an existential act, it involves all the participants' capacities and aims at the development of human potential, that is, at well-being and more-being. Our approach qualifies, then, as a form of humanism, according to the dictionary definition, being "a system or mode of thought or action in which human interests, values, and dignity are taken to be of primary importance." In another sense of the word, our theoretical stance is humanistic by virtue of its regard for the humanities and arts. Philosophy, literature, poetry, drama, and other forms of art are valued as resources for enriching our knowledge of man and the human situation. They also are seen as suitable means for expressing or describing the lived realities of the nurse's world. Contemporary nursing, being a true child of its time, reflects American society's high regard for "Science." Values of science are easily discernible in nursing and affect the character of its research, education, and practice. Consider, for instance, how the nursing dialogue is influenced by the prizing of objectivity, precision of language, operational definitions, scientific jargon, development of constructs and theories, methodology of scientific inquiry, emphasis on quantification and measurement. There is much more written in our current literature about nursing as a science than about nursing as an art. Although slighted, the humanities have not been rejected. In fact, some nurses and educators are urging that the role {86} of the humanities and arts be recognized in nursing and that they be used more effectively in undergraduate and graduate nursing education.[1]