| 书目名称 | New Directions in Literature and Medicine Studies | | 编辑 | Stephanie M. Hilger | | 视频video | http://file.papertrans.cn/666/665104/665104.mp4 | | 概述 | Brings contributors from across a diverse range of disciplines into conversation with each other.Bridges the medicine/literature divide through a varied, intellectually stimulating selection of essays | | 图书封面 |  | | 描述 | This book is situated in the field of medical humanities, and the articles continue the dialogue between the disciplines of literature and medicine that was initiated in the 1970s and has continued with ebbs and flows since then. Recently, the need to renew that interdisciplinary dialogue between these two fields, which are both concerned with the human condition, has resurfaced in the face of institutional challenges, such as shrinking resources and the disappearance of many spaces devoted to the exchange of ideas between humanists and scientists. This volume presents cutting-edge research by scholars keen on not only maintaining but also enlivening that dialogue. They come from a variety of cultural, academic, and disciplinary backgrounds and their essays are organized in four thematic clusters: pedagogy, the mind-body connection, alterity, and medical practice. | | 出版日期 | Book 2017 | | 关键词 | Literature and medicine; Medicine studies; Medical humanities; Emile Zoma; Helen Keller; Anton Chekhov; Mi | | 版次 | 1 | | doi | https://doi.org/10.1057/978-1-137-51988-7 | | isbn_ebook | 978-1-137-51988-7 | | copyright | The Editor(s) (if applicable) and The Author(s) 2017 |
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Front Matter |
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Abstract
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,Introduction: Bridging the Divide Between Literature and Medicine, |
Stephanie M. Hilger |
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Abstract
The first part of the introduction discusses the need for scholarship that reconnects the disciplines of literature and medicine, which were not separated until the Early Modern period when the Cartesian mind-body dichotomy was mapped onto and institutionalized by the split between the sciences and the humanities. It briefly surveys the history of the related fields of “literature and medicine” and “medical humanities,” which emerged in the 1970s, and discusses their impact on present-day interdisciplinary scholarship. The second part of the introduction describes the four parts of the handbook: history and pedagogy, the mind-body connection, physical and cultural alterity, and the professionalization of medicine. The chapters in each of these thematic clusters focus on one particular way of reconnecting the disciplines of literature and medicine and, by extension, the humanities and the sciences.
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Reading and Writing One’s Way to Wellness: The History of Bibliotherapy and Scriptotherapy |
Janella D. Moy |
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This chapter provides a brief overview of the history and research of bibliotherapy and scriptotherapy. Closely aligned practices in terms of purpose, both therapies tout the ability to provide a means for healthy self-expression and emotional release. In bibliotherapy, the intended goal of wellness is achieved through the reading of books, whereas writing proves the source of well-being ascribed to scriptotherapy. Although the terms . and . are relatively new, the foundations of these practices date back to ancient times.
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Why Teach Literature and Medicine? Answers from Three Decades |
Anne Hudson Jones |
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This chapter looks back at some of the earliest attempts by the first generation of literature-and-medicine scholars to answer the question: Why teach literature and medicine? Reviewing the development of the field in its early years, the author examines statements by practitioners to see whether their answers have held up over time and to consider how the rationales they articulated have expanded or changed in the following years and why. Greater emphasis on literary criticism, narrative ethics, narrative theory, and reflective writing has influenced current work in the field in ways that could not have been foreseen in the 1970s
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Intellectual Cosmopolitanism as Stewardship in Medical Humanities and Undergraduate Writing Pedagogy |
Lisa M. DeTora |
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In composition studies, textual cosmopolitanism refers to the ability to navigate writing conventions in multiple modalities. Building on this idea results in a model of intellectual cosmopolitanism that can accommodate complex subject matter, like medical humanities, as well as writing pedagogy. Intellectual cosmopolitanism encourages meaningful engagement with both subject matter and writing conventions and thus can enrich medical humanities, constituted in medical education or as humanistic inquiry and pedagogy. Stewardship, which presupposes respect for all scholarship and encourages accommodation and collaboration, underpins intellectual cosmopolitanism. Ultimately, intellectual cosmopolitans serve as stewards rather than owners, a model of teaching and scholarship consistent with Doug Hesse’s construction of writing studies.
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Everything You Always Wanted to Know About Teaching an Interdisciplinary Course on “A Cultural and E |
Jennifer Wynne Hellwarth,Ronald L. Mumme |
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In this chapter, the authors reflect on their development of a team-taught interdisciplinary course on “A Cultural and Evolutionary History of Sexuality.” Their respective areas of expertise are history of sexuality (Hellwarth) and evolutionary biology and animal behavior (Mumme). The authors encountered numerous challenges in teaching a course of this nature, including integrating multidisciplinary materials within the classroom, and helping students “make meaning” of interdisciplinary investigation. They also address institutional challenges, provide course materials (syllabus, examinations, and writing assignments), and reflect on some possible “best practices” in teaching such a course.
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Medical Professionalism: Using Literary Narrative to Explore and Evaluate Medical Professionalism |
Casey Hester,Jerry B. Vannatta,Ronald Schleifer |
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Demonstration and measurement of “professionalism” have become explicitly stated goals in medical education in recent years. However, these goals have proved elusive, as neither teachers nor students always have a clear and precise definition of the features and constituent parts of medical professionalism. This chapter describes a “workshop” on professionalism in the field of pediatrics that uses literary narrative to explore and evaluate medical professionalism. In 2013, The Accreditation Council for Graduate Medical Education asked particular specialties in medicine to define and articulate particular “milestones” (i.e., observable activities) for “core competency” areas, including competency in professionalism. The chapter sets forth schemas of narrative—a useful delineation of “features” of narrative—and traces the use of Dr. Richard Selzer’s short story, “Imelda,” as the narrative basis for workshop members to identify and discuss the professional competencies in medicine in general and in pediatrics more specifically. The chapter concludes with the results from four workshops following the procedures set forth.
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Mind, Breath, and Voice in Chaucer’s Romance Writing |
Corinne Saunders |
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This chapter takes its cue from the . and . projects based at Durham University (UK) to explore the ways in which Chaucer’s romance writings are shaped by and creatively engage with complex understandings of mind, body, and affect. The medieval thought world assumes the embodied nature of experience. Emotions are caused by the movement of the spirits and are underpinned by breath; psychological paradigms rely on the connections between senses, affect, and cognition and the possibility of supernatural experience. Affective experience is explored across a range of Chaucer’s works, with a focus on ideas of voice and breath. Taking a long cultural perspective offers new insights into experience from normal to pathological, and into the relationship between mind, body, and world.
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Affect and the Organs in the Anatomical Poems of Paul Celan: Encountering Medical Discourse |
Vasiliki Dimoula |
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This chapter explores issues of affect and subjectivity in neuroscience, psychoanalysis, and poetry, with special focus on the poetry of Paul Celan. Celan’s poetry, and mainly his later work, explicitly draws on the discourse of anatomy and neurology. In his 1968 collection . (.), the vocabulary of anatomy and neurology is of central importance; references to the nervous system and parts of the brain are an essential part of his poetic exploration of art and language. However, Celan not only refers to the organs of the body in ways that transcend their mere physiological or neurophysiological dimension, but he also invents organs that do not exist on any biophysiological map. This poetic anatomy inverts or contradicts the materialist implications of medical thinking, on which Celan nevertheless draws, and opens up new possibilities for appreciating his notion of the “encounter” in corporeal terms that transcend the contingencies of the somatic.
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Reading the ,-, Through Literature: The Value of Subjective Knowing |
Christine Marks |
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This chapter reflects on the deep connectedness of medical practice and storytelling through a conjoined reading of two contemporary American memoirs—Lauren Slater’s . (2000) and Siri Hustvedt’s . (2010)— and the most recent edition of the ., the .-. (2013). The two memoirs examined in this essay establish counter narratives to the . that highlight and complicate the discursive currents converging the medical text. Reading the .-. as a literary production in conversation with other literary texts, this chapter reveals the construction of medical knowledge as a dialogue between objective and subjective modes of knowing.
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Anecdotal Evidence: What Patient Poets Provide |
Marilyn McEntyre |
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The vast range of poetry by people with serious illness or by those in the aftermath of catastrophic injury testifies to the fact that poetry helps people cope with the pain, fear, humiliation, and sense of loss that often come with illness. Their words can provide valuable information for caregivers. Clinicians who read poetry become better listeners. Poetry inclines one to notice . a thing is said; in the practice of poetry, . becomes as important as .. A poem can deliver information that is in its way more precise than the notes clinicians are trained to record on a chart. Close reading of poetry by patients has become a part of medical education in many medical schools, and needs to be more widely integrated. As the examples in this chapter show, poems can provide exactly the “anecdotal evidence” that may make a decisive difference in the course of healing by complementing statistical data or other forms of “hard” evidence.
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“,:” Migraine, Scotoma, and Allied Disorders in Emile Zola’s Novels |
Janice Zehentbauer |
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This chapter explores the representation of the neurological condition, migraine, in nineteenth-century French literature, with a focus on three novels from Émile Zola’s Rougon-Macquart cycle: . (1871), .-. (1882), and . (1886). Although migraine was a well-known condition, the nineteenth century witnessed a proliferation of medical treatises dedicated to the subject and its symptoms, pathogenesis, and comorbid conditions. The author of this chapter reads the medical works of Hubert Airy, Peter Wallwork Latham, Edward Liveing, and Jean-Martin Charcot to demonstrate how knowledge about migraine changed, particularly regarding the symptom of scotoma (spots or shapes in the field of vision). The figure of the “migraineur” in Zola’s novels contributes to literature’s negotiations with realism and perception, due to the figure’s paradoxical mode of embodiment.
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Corporeal Abnormality as Intellectual and Cultural Capital: Jean Fernel’s ,, Ambroise Paré’s , ,, an |
Yuri Kondratiev |
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In his . (1928), Esmond Long observed that the Renaissance needs to be considered “a century of pathological anatomy.” The current study is an effort to reconcile the proto-scientific approach with more recent trends in the history of science that focus on networks of knowledge-making. The fact that Ambroise Paré and Michel de Montaigne share similar stories in their respective texts attests to the fascination with unruly corporeal forms, whose singularity and extraordinary nature permeated the intellectual and cultural landscape of early modern France. Representations of abnormal anatomy and physiology become an important source of scientific knowledge as well as literary imagination. This chapter examines the process of commodifying abnormal corporeal forms both as objects of knowledge and aesthetic pleasure.
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The Primacy of Touch: Helen Keller’s Embodiment of Language |
Sun Jai Kim |
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In 1908, Helen Keller, the first deaf-blind person in the United States to pursue higher education, published . This chapter explores how Keller’s linguistic sense relies on the primacy of touch by reading this memoir, one of Keller’s less discussed works, and contrasting it with the more popular . (1903), which was heavily influenced by Keller’s teacher, Anne Sullivan. Spirituality and physicality, even sexuality, coexist in Keller’s system of language, thereby complicating the traditional presentation of her as a child-like, even ethereal, super-human, and angelic being. Keller’s notion of language is inextricably intertwined with her tactile sensations and thereby questions the conventional hierarchy of the senses by suggesting the primacy of touch.
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Unsound Elegy: Breast Cancer in , by Philip Roth and , by Isabel Coixet |
Federica Frediani |
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This chapter analyzes and compares representations of breast cancer in . (2001), a short novel by the American writer Philip Roth, and its film adaptation . (2008), by the Spanish director Isabel Coixet. Roth and Coixet both simultaneously engage in and resist the sentimentality of the marketplace culture surrounding breast cancer, either by downplaying or by highlighting the concrete, physical manifestations of the disease. Perceived as a quintessentially feminine disease—even though it also affects men—the representation of breast cancer by an author such as Philip Roth, sometimes described as a misogynist, and the recasting of his story by a female filmmaker crystallize debates surrounding the impact that such narratives have on the wider public’s understanding of the disease and its sufferers.
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Reading Colonial Dis-ease/Disease in Hong Kong Modernist Fiction |
C. T. Au |
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Hong Kong people’s dis-ease caused by British colonial rule and the unsettling colonial living environment is thematized as a disease in some of Hong Kong’s most prominent modernist fiction, such as Liu Yichang’s . (1963), Yasi’s . (1977), and Xi Xi’s . (1992). By examining the medical themes of these novels, this chapter examines the promise and failure of Western modernity in colonial Hong Kong, especially in the form of a medical science that did not take into account the local practice of Traditional Chinese Medicine.
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Anandibai Joshi’s Passage to America (and More): The Making of a Hindu Lady Doctor |
Sandhya Shetty |
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This chapter focuses on a landmark event: the making of an Indian lady doctor in nineteenth-century America. Many were the local actors and forces in British India and the United States—caste, social reform, anti-colonial nationalism, global evangelical networks, to name a few—whose synergy produced the conditions for the transnational emergence of Dr. Anandibai Joshi as the first Hindu-Brahmin woman to earn an M.D. degree. Joshi’s story dramatizes the complex and equivocal negotiations entailed by a high-caste woman’s aspiration to become a doctor in this era. The experiences she underwent before and after her passage to America illuminate how, against the greatest odds, she navigated gendered, racial, cultural, and geopolitical barriers to emerge as that then unheard of new being: “the high-caste Hindu lady doctor.”
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