(1980). Joseph LeConte and the development of the physiology and psychology of vision in the United States. Annals of Science: Vol. 37, No. 3, pp. 303-321.

This essay argues that film deserves a place within the medical humanities curriculum and demonstrates effective strategies for employing it within medical ethics and humanities classrooms. Part One of the article emphasizes how and why medical ethics teachers can utilize documentary and fictional films, such as “Thomas Szasz and the Myth of Mental Illness,” “The Deadly Deception,”Whose Life Is It Anyway? and “Voices From the Front” in their courses. Such films encourage students to move beyond abstract debates and confront the (...) human pain inherent in all ethical dilemmas. Part Two focuses on documentary and fiction film in the medical humanities classroom. In this section, the author details how to incorporates films, such asThe Doctor, The Waterdance andHospital, into the humanities classroom, juxtaposing them with various literary works, such asOther Women's Children, Borrowed Time, andCeremony. Part Three of the essay presents a detailed discussion ofThe Elephant Man andFrankenstein, illustrating how visual and literary texts compliment each other within the humanities classroom. Overall, the author demonstrates how films function as engaging and complex visual texts providing unique insights in the particularities of American health care and, as such, can become valuable components within medical ethics and humanities classrooms. (shrink)

Over the past forty years, the health humanities, previously called the medical humanities, has emerged as one of the most exciting fields for interdisciplinary scholarship, advancing humanistic inquiry into bioethics, human rights, health care, and the uses of technology. It has also helped inspire medical practitioners to engage in deeper reflection about the human elements of their practice. In _Health Humanities Reader_, editors Therese Jones, Delese Wear, and Lester D. Friedman have assembled fifty-four leading scholars, educators, artists, and clinicians (...) to survey the rich body of work that has already emerged from the field—and to imagine fresh approaches to the health humanities in these original essays. The collection’s contributors reflect the extraordinary diversity of the field, including scholars from the disciplines of disability studies, history, literature, nursing, religion, narrative medicine, philosophy, bioethics, medicine, and the social sciences. With warmth and humor, critical acumen and ethical insight, _Health Humanities Reader_ truly humanizes the field of medicine. Its accessible language and broad scope offers something for everyone from the experienced medical professional to a reader interested in health and illness. (shrink)

This volume presents a collection of about 80 very brief, accessible essays written by international experts from medicine, social sciences, and the humanities, ...

_Addresses not only the basic theme of phenomenology, but its aesthetic, social, psychological, scientific, and technological aspects as well._.

This collection focuses on the introduction of phenomenology to the United States by the community of scholars who taught and studied at the New School for Social Research from 1954 through 1973. During those years, Dorion Cairns, Alfred Schutz, and Aron Gurwitsch--all former students of Edmund Husserl--came together in the department of philosophy to establish the first locus of phenomenology scholarship in the country. This founding trio was soon joined by three other prominent scholars in the field: Werner Marx, Thomas (...) M. Seebohm, and J. N. Mohanty. The Husserlian phenomenology that they brought to the New School has subsequently spread through the Anglophone world as the tradition of Continental philosophy. The first part of this volume includes original works by each of these six influential teachers of phenomenology, introduced either by one of their students or, in the case of Seebohm and Mohanty, by the thinkers themselves. The second part comprises contributions from twelve leading scholars of phenomenology who trained at the New School during this period. The result is a powerful document tracing the lineage and development of phenomenology in the North American context, written by members of the first two generations of scholars who shaped the field. Contributors: Michael Barber, Lester Embree, Jorge García-Gómez, Fred Kersten, Thomas M. T. Luckmann, William McKenna, J. N. Mohanty, Giuseppina C. Moneta, Thomas Nenon, George Psathas, Osborne P. Wiggins, Matthew M. Seebohm, and Richard M. Zaner. (shrink)

In its comprehensive overview of Alain Locke's pragmatist philosophy this book captures the radical implications of Locke's approach within pragmatism, the critical temper embedded in Locke's works, the central role of power and empowerment of the oppressed and the concept of broad democracy Locke employed.

The National Association for Science, Technology and Society and the Calvert Social Investment Fund created this lectureship to honor Robert D. Rodale, the late Chairman of Rodale Press and Rodale Institute, and a regular speaker at earlier TLC events. On February 7, 1992 the President of the Worldwatch Institute, Lester R. Brown, presented the first Robert Rodale Lecture.

Pylyshyn could have strengthened his case by avoiding side issues and by taking a sterner, firmer line on the unresolved (and perhaps unresolvable) problems plaguing the sensitivity (d') measure of top-down, cognitive effects, as well as the general (nearly utter!) lack of convincing evidence provided by proponents of the cognitive penetrability of visual perception.

Aron Gurwitsch (1901-1973) est surtout connu du public fancophone par son ouvrage de 1957: Theorie du champ de la conscience. C'est la periode parisienne (de l'automne 1933 au printemps 1940) de Gurwitsch que le present volume documente tres precisement: il presente d'abord pour la premiere fois, les resultats substantiels d'un ouvrage en gestation qui n'aura pas vu le jour du vivant de l'auteur et qui rassemble, sous le titre Esquisse de la phenomenologie constitutive, les materiaux des cours et conferences sur (...) la Gestaltpsychologie, la psychologie intentionaliste, la phenomenologie de l'ideation, l'introduction a la phenomenologie. Le present volume rassemble aussi, a titre d'Appendice, quelques uns des articles publies par Aron Gurwitsch lors de cette periode parisienne. L'ensemble de ces travaux constitue un temoignage inedit sur une des toutes premieres introductions a la phenomenologie husserlienne, dans son veritable contexte de probleme. (shrink)

Les disciplines pratiques comme le nursing et la psychothérapie peuvent avoir leur fondation scientifique dans la psychologie sociale. Dans cet article, l’auteur s’efforce principalement d’expliquer ce qu’est, d’après Alfred Schutz, la sociologie en tant que psychologie sociale, avant d’examiner, en conclusion, comment elle peut contribuer à la fondation de telles disciplines.

Introduction Dans ses Prolegomena zur reinen Logik ( Logische Untersuchungen, 1900), Edmund Husserl (1859-1938) offre une analyse et un exemple assez mémorables de ce qu’est une norme (pour ceux qui n’y sont pas familiers, la traduction française du passage le plus significatif est reproduite dans l’Appendice 1 de cet essai). Dire « un guerrier doit être courageux » revient à dire : « Un guerrier courageux est bon. » À l’évidence, ceci transforme une norme en jugement de valeur. Husserl exprime (...) cette équivalence directement, c’est-à-dire qu’il ne décrit ni n’analyse la manière dont les normes sont constituées et justifiées. Je n’ai pas répertorié d’analyse réfléchie sur ce sujet dans le reste de ses publications et, s’il existe semblable analyse dans son Nachlass , je n’en ai pas connaissance . Le présent compte rendu n’est, en aucun cas, une interprétation des textes de Husserl mais une brève tentative visant à élaborer une phénoménologie constitutive dans la manière du Husserl de la maturité. Dans la première section ci-dessous, je tente de développer l’exemple de Husserl de façon dynamique. Dans la deuxième, je prends un référent purement possible de ses propositions comme indice relatif aux composantes de la situation où se constituent des cas de ce type. Dans la troisième section, j’examine brièvement la manière dont les normes peuvent être justifiées. La conduite à adopter lors d’un. (shrink)

Les phénoménologues se sont habituellement focalisés sur la perception lorsqu’il s’agissait de source de connaissance, mais qu’en est-il de la remémoration ? Qu'est-ce que la remémoration? Comment fonctionne-t-elle? Et peut-elle être également une source de connaissance ? On tente ici de répondre à cette question, avec l’aide de Dorion Cairns.