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digest 2006-04-05 #001.txt
litsci-l-digest Wednesday, April 5 2006 Volume 01 : Number
155
In this issue:
SUB 06 What Comes After Postmodernism? A critical examination of
Integral Theory
don't want to be on another listerv but here is my proposal for a
paper
RE: SUB 06 Harlow Shapley, Cosmic Evolution, and the Promotion of
Science as "Rational Religion"
SUB 06 Panel Presentation 'Evolving Pedagogies of Humanities in
Medical Education'
----------------------------------------------------------------------
Date: Tue, 04 Apr 2006 20:21:51 -0500
From: "Grant Orsborn"
Subject: SUB 06 What Comes After Postmodernism? A critical examination
of Integral Theory
What Comes After Postmodernism? A critical examination of Integral
Theory
Grant Orsborn
PhD Candidate in English at CUNY's Graduate Center
Poststructuralism, inaugurated forty years ago by theorists like
Foucault,
Derrida, and Lacan, was a paradigmatic revolution in academia. However,
there is a growing consensus that there is something after
Poststructuralism. As can be seen in every intellectual revolution
throughout history, the decades that follow the Promethean successes of
a
revolution inexorably transform that revolutionary impulse into a
Saturnine
conservatism, regardless of the explicit political affiliations of the
movement. In Kuhnian terms, the intellectual revolution that initiates
a
paradigmatic transformation of world views ultimately and inevitably
becomes, itself, the subject of yet another revolution.
I will examine Integral Theory, a young and promising attempt to go
beyond
the important insights of Poststructuralism. It is Integral Theory??s
claim
that, although the Postmodern turn has offered a comprehensive and
devastating critique of a Structuralism dominated by the dualistic
Cartesian
epistemology, Poststructuralism has not offered a viable alternative to
this
epistemology. This is the task of the ?¨participatory epistemology?Æ of
Integral Theory, formulated in various valences by such theorists as
Tarnas,
Wilber, Grof, Ferrer, and Bache, and which draws on the insights of
Hegel,
Kuhn, Jung, and many others. I will describe this theory and discuss
its
possible applications to the discipline of English.
Keywords: poststructuralism, postmodernism, literary theory, integral
theory, history of thought
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------------------------------
Date: Wed, 5 Apr 2006 08:23:41 -0700
From: "Doctress Neutopia"
Subject: don't want to be on another listerv but here is my proposal for
a paper
A Depth Psychology Approach to Early US SF Imaginations of Gender
There is evidence of evolutionary ideas in pulp magazines devoted to
fiction
arising from changes in science and technology, as reflected in media,
literature, art, in the late 1920s and early 1930s in the US. Critical
sf
theory needs to address the proposals for gender reogranizaiton that
occurred in the early stages of the science fiction media in order to
understand the genesis of the genre, and its popularity in the US.
Writers,
both male ad female, imagined how new technology could be used to
liberate
women to be incorporated into technological workplaces, some negatively,
and
some positively. This paper will explore the reaction to feminism that
occurred in the type of science fiction evolution that was imagined in
the
pages of piopular magazines between 1928 and 1933, some of it written by
a
practicing psychoanalyst. The approach of the paper is interpdisciplary
cultural studies, integrapting an approach to psyche, eros and culture
drawing from literary archetypes and history.
key words: science fiction, technology, gender, feminism,
counterfeminism
Speaker: Batya Weinbaum
Eitor, Femspec
email: batyawein@aol.com
Batya S. Weinbaum, PhD.
Ed. Femspec (femspec.org/)
1610 Rydalmount Road
Cleveland Heights, OH 44118 USA
land phone: 216 397 3175
cell: 216 233 0567
batyawein@aol.com
Forethought and Readywit thrive; Fatalist can't keep alive. From
"Forethought, Readywit and Fatalist," in the Pancatantra
------------------------------
Date: Wed, 5 Apr 2006 08:22:16 -0700
From: "Doctress Neutopia"
Subject: RE: SUB 06 Harlow Shapley, Cosmic Evolution, and the
Promotion of Science as "Rational Religion"
JoAnn's Palmeri proposal is interesting to me and seems to be related to
what I'm doing with the Gaia Religion.
She writes, "From the 1950s through the 1960s cosmic evolution served as
the
foundation for Shapley's efforts to promote science as "stellar
theology" or
"rational religion," which he identified as the next step in the
evolution
of religion. This paper will focus on Harlow Shapley's use of cosmic
evolution as a central theme in his efforts to promote and popularize
science. "
Perhaps during the conference we could discuss the differences between
the
two approaches. The Gaia Religion is based on love as the universal
glue. As
Albert Einstein wrote, ""Gravitation is not responsible for people
falling
in love." The Gaia point of view is not only rational or objective, but
mystical in that it observes the inner workings of love.
Doctress Neutopia
------------------------------
Date: Wed, 5 Apr 2006 11:57:26 -0400
From: "Robert Bonk"
Subject: SUB 06 Panel Presentation 'Evolving Pedagogies of Humanities in
Medical Education'
SLSA 2006 Panel Presentation:
Evolving Pedagogies of Humanities in Medical Education
=20
Medical education can take many forms across the =
undergraduate, graduate, and postgraduate stages. Within this =
hierarchy, traditional medical pedagogy has focused on the sciences and
=
their application; this focus, in fact, potentially increases in our =
modern technological age. The humanities, however, offer our =
institutions another avenue for inculcating in medical students =
(regardless of their educational stage) an appreciation for their =
patients and the human condition overall. This panel presents three =
approaches for adding that depth to medical education through the =
humanities.
=20
Key Words: Medical Education-Medical Humanities-Medical =
Literature-Narrative-Theater
=20
Panel Chair:
Robert J. Bonk, Ph.D.
Assistant Professor of Professional Writing
Widener University
One University Place
Chester, PA 19013-5792 USA
610-499-4265
rjbonk@mail.widener.edu
* * * * *
=20
Humanities in Medicine or Medical Humanities?
The Evolution of Medical Humanities Programs
=20
The purpose of this paper is to explore the underlying =
curricular paradigms driving the collaboration between the humanities =
and medicine. The essay will explore the philosophical evolution behind
=
the inclusion of the humanities in the medical school curriculum, =
starting with the perception by medical school educators in the middle =
of the twentieth century that medicine was undergoing a technical shift
=
away from its humanistic basis. The paper will examine some of the =
curricular models currently used in medical humanities programs. =
Finally, the essay will examine possible avenues for the implementation
=
and interaction of the humanities and medicine.=20
=20
Keywords: Medical Education-Medical Humanities-Medical School =
Curriculum-Philosophy of Medicine
=20
Ruben J. Nazario, M.D.
Assistant Professor of Pediatrics
Section of Inpatient Pediatrics
Kentucky Children's Hospital
Lexington, KY 40536 USA
859-257-9000
rjnaza2@uky.edu
=20
* * * * *
=20
From Page to Stage:
Exploring Medicine through the Humanities
=20
Both a science and an art, medicine reflects more about a =
society than simply our technological paradigms. By exploring medicine
=
through the humanities, students can discover mirrors within societies =
that reflect the many facets of medicine-especially the dichotomies of =
life-death, health-illness, and provider-patient. To provide this =
viewpoint, I developed an undergraduate course at Widener University =
that targets Honors students with an interest in medicine and related =
healthcare fields. A key element of the original course focused on a =
public session of staged readings directed by a local theater expert =
(funding provided through an internal grant). In this first offering, =
students' evaluations documented the value they perceived from exploring
=
and appreciating medicine through literature. A key aspect was the =
session of staged readings: anecdotally, many students commented on how
=
assuming the roles of patients, providers, and caregivers brought the =
literature to life. Given this success, I expanded the original course
=
to encompass more multifaceted genres-history, philosophy, film, and the
=
fine arts now complement the original poetry, prose, and drama. But the
=
heart of this course remains a public forum that will continue to =
elevate 'from page to stage' the humanistic aspects of medicine.
=20
Keywords: Drama-Medical Education-Medical Humanities-Medical =
Literature-Staged Readings
=20
Robert J. Bonk, Ph.D.
Assistant Professor of Professional Writing
Widener University
One University Place
Chester, PA 19013-5792 USA
610-499-4265
rjbonk@mail.widener.edu
* * * * *
=20
End-of-Life: Postmodern Revisions
=20
Before the phrase "end-of-life issues" became an important =
part of contemporary thinking in a world transformed by technology, =
death was considered a natural event in life's journey. Often, it =
occurred at home within a family context. At an appropriate time, =
physicians, who were generally unable to provide life-extending care, =
stood aside as a religious figure stepped in to assume authority. As to
=
the physician's feelings and frustrations, these were unexpressed. This
=
discussion focuses on examples from the humanities, specifically art and
=
poetry, to illustrate changes that have occurred in setting and =
circumstances and how, in recent years, we have begun to hear subjective
=
responses from physicians and patients. In the context of medicine, =
science, and ethics, the paper is intended to provide a complementary =
but different slant to end-of-life information presented in the medical
=
text. =20
=20
Keywords: Death-End-of-Life Issues-Medical Humanities-Medical =
Literature
=20
Lois LaCivita Nixon, Ph.D., M.Litt., M.P.H.
Professor, Division of Medical Ethics and Medical Humanities
Department of Internal Medicine
College of Medicine
University of South Florida
Tampa, FL 33620 USA
813-974-2011
lnixon@health.usf.edu
* * * * *
=20
Medical educators recognize the need to teach empathy, communication, =
and capacity for developing satisfying and therapeutic physician-patient
=
relationships. The humanities are recognized as disciplines that may =
provide a pathway to achieving this goal. The presenter will share her
=
experiences teaching a course using narrative with third- and =
fourth-year medical students, a seminar using literature with family =
medicine residents, and a course using medical readers' theatre with =
second-year medical students. The objectives were to teach =
physician-learners to engage in close reading of text to promote =
critical and cultural analysis and self-reflection about the patient =
encounter.
=20
Keywords: Empathy-Narrative-Physician-Patient =
Relationship-Self-Reflection-Readers' Theatre
=20
Susan Arjmand, M.D.
Assistant Professor of Family Medicine
Rush Medical College
One East Schiller #15C
Chicago, IL 60610 USA
312-664-7811
DivaDocSA@aol.com
=20
=20
