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PubMed2005

Anthropological insights into the use of race/ethnicity to explore genetic contributions to disparities in health.

Anthropological insights into the use of race/ethnicity to explore genetic contributions to disparities in health were developed using in-depth qualitative interviews with editorial staff from nineteen genetics journals, focusing on the methodological and conceptual mechanisms required to make race/ethnicity a genetic variable. As such, these analyses explore how and why race/ethnicity comes to be used in the context of genetic research, set against the background of continuing critiques from anthropology and related human sciences that focus on the social construction, structural correlates and limited genetic validity of racial/ethnic categories. The analyses demonstrate how these critiques have failed to engage geneticists, and how geneticists use a range of essentially cultural devices to protect and separate their use of race/ethnicity as a genetic construct from its use as a societal and social science resource. Given its multidisciplinary, biosocial nature and the cultural gaze of its ethnographic methodologies, anthropology is well placed to explore the cultural separation of science and society, and of natural and social science disciplines. Anthropological insights into the use of race/ethnicity to explore disparities in health suggest that moving beyond genetic explanations of innate difference might benefit from a more even-handed critique of how both the natural and social sciences tend to essentialize selective elements of race/ethnicity. Drawing on the example of HIV/AIDS, this paper demonstrates how public health has been undermined by the use of race/ethnicity as an analytical variable, both as a cipher for innate genetic differences in susceptibility and response to treatment, and in its use to identify 'core groups' at greater risk of becoming infected and infecting others. Clearly, a tendency for biological reductionism can place many biomedical issues beyond the scope of public health interventions, while socio-cultural essentialization has tended to stigmatize 'unhealthy behaviours' and the communities where these are more prevalent.

Anthropology, Cultural↗
PubMedDate not supplied

[The place of natural science within the 19th-century science curriculum].

The place allotted in 19th century to natural science among the various scientific disciplines depended greatly on the level of teaching. For a long time natural science was combined with physical science on the program of the Agregation examination, occupying a modest place in secondary education, where mathematics predominated. It should be empahsized, however, that natural science represented a preferential area of investigation of early female doctoral theses.

Curriculum↗
PubMed1994

What is a clinical fact?

As a preliminary to the question, 'What is a clinical fact?', the author asks the wider question, 'What is a fact?', answering that facts are double in aspect: they both say how the world is, and they also depend on our species, our language, theory, etc. A claim of fact in any empirical discipline--in the natural sciences or in human studies with their different methods--is a truth claim which is not infallible or unique to the fact, and also a claim that must offer itself for verification. Using the clinical record of three sessions, she then tries to answer the question, 'What is a clinical fact?', offering the starting formulation that clinical facts, under the unusual conditions of an analytic hour which give an analyst access to a patient's inner world, manifests themselves in the form of immediate psychological realities between patient and analyst. On the way, the author discusses the analyst's anxieties about making a claim of clinical fact; further striking features emerge about clinical facts in the three sessions, and some unsolved problems, i.e. the variety of analytic theories, subjectivity and objectivity, are noted. Even while they bear the perplexities of their problems, clinical facts are of great significance to the study of the mind. They extend the domain of psychology to the area of the mind's interiority, with its human experiences of subjective meaning, conscious, and especially unconscious.

Adolescent↗
PubMed1991

[Laboratory medicine in the area of interest between medicine and science].

The scientific disciplines of laboratory medicine are analyzed from the point of view of history and the philosophy of science. The results of this study are the following: 1. Laboratory medicine is the name of a group of subjects which exist in an interdisciplinary area between medicine and science. 2. Historical development shows that these subjects arose in the 19th century when medicine adopted the "natural scientific method" and became "scientific medicine". 3. Clinical chemistry, as one example of these subjects, is analyzed in detail to understand the thinking process and the scientific method. This subject is, on the one hand, a "theoretical discipline" (like all of the natural sciences) but, on the other hand, it is a typical "practical scientific discipline" (which like clinical medicine is aimed at certain decisions and actions). 4. The disciplines of laboratory medicine have developed typical "professions" mainly because of their application in clinical practice and their commitment to patient care.

Chemistry, Analytic↗
PubMed2006

Naturalising purpose: from comparative anatomy to the 'adventure of reason'.

Kant's analysis of the concept of natural purpose in the Critique of judgment captured several features of organisms that he argued warranted making them the objects of a special field of study, in need of a special regulative teleological principle. By showing that organisms have to be conceived as self-organizing wholes, epigenetically built according to the idea of a whole that we must presuppose, Kant accounted for three features of organisms conflated in the biological sciences of the period: adaptation, functionality and conservation of forms. Kant's unitary concept of natural purpose was subsequently split in two directions: first by Cuvier's comparative anatomy, that would draw on the idea of adaptative functions as a regulative principle for understanding in reconstituting and classifying organisms; and then by Goethe's and Geoffroy's morphology, a science of the general transformations of living forms. However, such general transformations in nature, objects of an alleged 'archaeology of nature', were thought impossible by Kant in section paragraph 80 of the Critique of judgment. Goethe made this 'adventure of reason' possible by changing the sense of 'explanation': scientific explanation was shifted from the investigation of the mechanical processes of generation of individual organisms to the unveiling of some ideal transformations of types instantiated by those organisms.

Anatomy, Comparative↗
PubMed2006

Kant's concept of natural purpose and the reflecting power of judgement.

This paper examines how in the 'Critique of teleological judgment' Kant characterized the concept of natural purpose in relation to and in distinction from the concepts of nature and the concept of purpose he had developed in his other critical writings. Kant maintained that neither the principles of mechanical science nor the pure concepts of the understanding through which we determine experience in general provide adequate conceptualizations of the unique capacities of organisms. He also held that although the concept of natural purpose was derived through reflection upon an analogy to human purposive activity in artistic production and moral action, it articulates a unique notion of intrinsic purposiveness. Kant restricted his critical reflections on organisms to phenomena that can be given to us in experience, criticizing speculations on their first origins or final purpose. But I argue that he held that the concept of natural purpose is a product of the reflecting power of judgment, rather than an empirical concept, and represents only the relation of things to our power of judgment. Yet it is necessary for the identification of organisms as organized and self-organizing, and as subject to unique norms and causal relations between parts and whole.

Biological Science Disciplines↗
PubMed1989

The future of psychoanalysis.

We have tried, in a necessarily kaleidoscopic and highly condensed manner, to highlight our perspectives on the foreseeable future of psychoanalysis, along a number of interrelated but clearly distinct dimensions. Our discussion has dealt with the nature of our field as a science and also as a discipline, the nature of the training for it, the nature of its research, and the nature and scope of its professional practice. In all of these areas, matters seem both more complex and less clear-cut than they were in the immediate post-World War II period when we entered the field, which is now forty years ago in the approximately one-hundred-year-old history of psychoanalysis. We did not discuss in any detail the International Psychoanalytical Association or the American, its component through which we have our international membership. We have, however, via the IPA Newsletter, given voice to the organizational struggles of the International: the April 1989 issue of the Newsletter carries our account of the organizational changes within the IPA during the last four years and what we think they mean in relation to some of the issues discussed in this article. The fuller story of how our changing psychoanalytic life and identities are reflected in our institutional structures, as well as a more detailed specification of the future directions we have tried to chart in our inquiry, all deserve separate extended treatment and more complete justification.

Forecasting↗
PubMed2006

Organisms as natural purposes: the contemporary evolutionary perspective.

Kant's conception of organisms as natural purposes raises a challenge to the adequacy of mechanistic explanation in biology. Certain features of organisms appear to be inexplicable by appeal to mechanical law alone. Some biological phenomena, it seems, can only be accounted for teleologically. Contemporary evolutionary biology has by and large ignored this challenge. It is widely held that Darwin's theory of natural selection gives us an adequate, wholly mechanical account of the nature of organisms. In contemporary biology, the category of the organism plays virtually no explanatory role. Contemporary evolutionary biology is a science of sub-organismal entities-replicators. I argue that recent advances in developmental biology demonstrate the inadequacy of sub-organismal mechanism. The category of the organism, construed as a 'natural purpose' should play an ineliminable role in explaining ontogenetic development and adaptive evolution. According to Kant the natural purposiveness of organisms cannot be demonstrated to be an objective principle in nature, nor can purposiveness figure in genuine explain. I attempt to argue, by appeal to recent work on self-organization, that the purposiveness of organisms is a natural phenomenon, and, by appeal to the apparatus of invariance explanation, that biological purposiveness provides genuine, ineliminable biological explanations.

Biological Evolution↗
PubMed1996

Medical education in the former Soviet Union.

After World War I, medical education in the Soviet Union and medical education in the United States headed in strikingly divergent directions. In keeping with the recommendations of the Flexner report, medical education in the United States became a university-based academic discipline based in the natural sciences. In contrast, the Soviet Union created a series of free-standing medical institutes whose admission, curricular, and pedagogic policies were centrally controlled in strict conformity with political doctrine. Notable features of the Soviet system were narrowly defined professional education; early specialization, beginning in the first year of medical school; and emphasis on empirical clinical training at the expense of scientifically based education. Despite the historical differences between Soviet and American medical education, there are several issues that face present-day medical educators in both the United States and the Soviet successor states. These include an overabundance of specialists, the need to provide equitable professional opportunities for physicians of both sexes, and the need to provide access to medical education for qualified candidates from underrepresented social or ethnic groups or from geographically remote regions.

Academic Medical Centers↗
PubMed2006

Science school and culture school: improving the efficiency of high school science teaching in a system of mass science education.

Educational expansion in western countries has been achieved mainly by adding years to full-time education; however, this process has probably reduced efficiency. Sooner or later, efficiency must improve, with a greater educational attainment per year. Future societies will probably wish more people to study science throughout high school (aged c. 11-19 years) and the first college degree. 'Science' may be defined as any abstract, systematic and research-based discipline: including mathematics, statistics and the natural sciences, economics, music theory, linguistics, and the conceptual or quantitative social sciences. Since formal teaching is usually necessary to learn science, science education should be regarded as the core function of high schools. One standard way to improve efficiency is the 'division of labour', with increased specialization of function. Modern schools are already specialized: teachers are specialized according to age-group taught, subject matter expertise, and administrative responsibilities. School students are stratified by age and academic aptitude. I propose a further institutional division of school function between science education, and cultural education (including education in arts, sports, ethics, social interaction and good citizenship). Existing schools might split into 'science school' and 'culture school', reflected in distinct buildings and zones, separate administrative structures, and the recruitment of differently-specialized teaching personnel. Science school would be distinguished by its focus on education in disciplines which promote abstract systematic cognition. All students would spend some part of each day (how much would depend on their aptitude and motivation) in the 'science school'; experiencing a traditional-style, didactic, disciplined and rigorous academic education. The remainder of the students' time at school would be spent in the cultural division, which would focus on broader aspects, and aim to generate a more rounded and social individual. For this to happen depends upon a recognition that science is relatively difficult to teach, requiring non-spontaneous and un-natural cognitive processes from students. Furthermore, it is much easier to learn science when young--if science is missed at school, it can be difficult or impossible to make up the ground later. Modern schools currently try to do too many things, and end-up doing none very well: the one big thing all schools should do for all students is to teach them science. For this to happen, schools need to specialize in their core function.

Adolescent↗
PubMed2003

Immune consequences of pediatric and adult cardiovascular surgery: report of the 7th Leipzig workshop.

Cardiovascular surgery in children and adults is among the most common types of interventions in the western hemisphere for innate and acquired defects. In the recent decades, the risk of cardiovascular surgery has been reduced substantially. Nevertheless, open heart surgery is risky for the patient and can lead to postoperative complications such as postpericardiotomy syndrome, capillary leak syndrome, or multiple organ failure. To gain further understanding into the response to cardiovascular surgery, it is necessary to join forces from several disciplines of medicine and natural sciences. Interdisciplinarity is the basic concept of the Leipzig Workshop. The consensus of the workshop was that cardiovascular surgery with cardiopulmonary bypass induces a systemic antiinflammatory response due to (a) elimination of activated cells, (b) compensatory reaction to a local proinflammatory responses, (c) interleukin-10 release, (d) anesthetics and medication, and (e) leukocyte extravasation. The subsequent proinflammatory reaction is the response to surgical trauma modulating the antiinflammatory reaction. Novel therapeutic approaches include the introduction of autologous endothelial progenitor cells from the peripheral blood into the sites of injury. The analysis of immune response and outcome prediction require novel analytical tools that allow fast, accurate, and quantitative determination of the desired parameters in a multiplexed manner (i.e., cytomics), such as flow cytometric microbead array assays and slide-based cytometry. The major goal is predictive medicine by cytomics, i.e., the individualized risk assessment by analyzing the cytome in combination with sophisticated data pattern recognition. These developments may lead to individualized therapy for the benefit of the patient and cost reduction.

Adult↗
PubMed2001

Integrated learning. Passing fad or foundation for the future?

On the surface, higher education has served the nation well. An increasing percentage of adults have attended college. Information is widely and freely available to most citizens; the economy is steady; and technological developments appear to offer ever-increasing improvements in the quality of life. Looking just beneath the surface, though, one realizes that knowledge is fragmented, access to knowledge is not universal, and there are no guarantees that past successes will sustain the future. Thus, it is worth examining how higher learning has contributed to the general prosperity and how education might evolve to address society's evident problems. This essay discusses the core approach of liberal arts in the context of the value--and obstacles--of integration across the traditional disciplines. Critical to the natural sciences is a firm grounding in the central importance of rigorous evidence, while the humanities keep us rooted in the importance of human values. Seeking linkages and connections between these realms is the lively challenge of this conference. The details of curricular design will be of less interest at this juncture than locating the critical issues and discussing how education might serve the goal of unifying knowledge and learning.

Education↗
PubMed1999

Psychoimmuno-neuroendocrinology: An integrative approach to modern philosophy in medicine and psychology.

The immune system is now seen to be closely integrated with other physiological circuits, such as the central nervous system (CNS) and the neuroendocrine system. There is also an increasing amount of evidence that this integrated circuit is bidirectional and both systems exert a reciprocal effect on each other. We have always stressed the interdisciplinary nature of the science where disciplines and sciences such as medicine, biochemistry, genetics, psychology, human ethology, etc. meet and undergo a process of "cross-fertilization." We also have stressed the indivisibility of the somatic and psychological processes in the indivisible continuum of human life from its very beginning and the inseparability of the development and functions of the central nervous system and the immunological and neuroendocrine processes. This transdisciplinary and integrative aspect of sciences and their entree in the twenty-first century is the true vision for our common efforts. Integration means also amalgamation, assimilation, blending, combining, incorporation, unification and harmony. This last mentioned, harmony, should be stressed and underlined specifically: a harmony between different views and approaches, between different methods and methodologies, different theories and practices. In order to undertake such a challenge, a new scientific theory and a common language is required, a language that would be understood across disciplines and would be able to assist in getting beyond semantic problems. The bridge between the immune system, neuroendocrinology and the rest of the central nervous system opens the gateway to more common understanding and acceptance across the disciplines. It is an umbrella for the endeavor that unites various scientific fields in their attempt to elucidate the processes of experience involved from the earliest stages of human life. This integration does cross over the different disciplines and diagnostic systems. It attaches theoretical and applied fields, basic research and clinical experience throughout the whole continuity of human life from conception and onwards. Integrated Psychoimmuno-Neuroendocrinology represents a unique opportunity for the primary prevention of psychological, emotional and physical disorders.

Journal Article↗
PubMed2001

[Humboldt as mediator: Schleiden and Mohl contra Liebig].

Justus Liebig's book Die organische Chemic in ihrer Anwendung auf Agricultur und Physiologie aroused strong opposition from scientists who felt that they were being attacked. A polarization arose particularly between Hugo von Mohl (1805-1872) and Matthias Jacob Schleiden (1805-1881) on one side, and Justus von Liebig (1803-1873) and his followers on the other side. The debate did not have the character of a purely scientific controversy, however, because social aspects also played a role. Alexander von Humboldt (1769-1859), who held the esteem of both parties, was able to intervene successfully to mediate this conflict. His task appeared at first difficult, but it turned out that both groups had a common enemy, the representatives and followers of the 'Romantic philosophy of nature'. Humboldt, who self-deprecatingly called himself a 'fossil', was forced to recognize that many of his friends and acquaintances, who stood nearer to, or even belonged among the founders of Naturphilosophie, for example, Friedrich Wilhelm Joseph von Schelling (1775-1854) and Johann Bernhard Wilbrand (1779-1846), were also under attack. Although he had earlier been inspired by the concerns and ideas of Schelling's Naturphilosophie, he now distanced himself from them in order to mediate between modern, experimental scientists.

Biological Science Disciplines↗
PubMed1999

Natural science and nursing science: where do the horizons fuse?

The natural sciences have an influential effect on society, contemporary world-views, and other scientific disciplines. A brief history of the major advances in the natural sciences and the associated philosophies provides a platform for scholarly discourse regarding the subsequent influence on nursing epistemology. The concepts of knowledge and understanding are differentiated and a cautionary word is expressed not to cast aside the natural sciences and their corollary philosophies as nursing embarks upon its epistemological journey into the 21st century. Aesthetics is presented as a possible fusion of horizons of nursing and natural science.

Creativity↗
PubMed2003

Conclusions: from self-knowledge to a science of the self.

Traditional accounts of the self represented in religion, literature, philosophy, and other branches of the humanities, are grounded in the subject's personal introspections. This source of knowledge has had a profound impact on terminology, concepts, and theories of the self. By contrast, the scientific method, which uses observational and experimental data, is aimed at objective analyses. The scientific approach to the self, by its very nature, is distinct from the approach in the humanities, and therefore reveals a different view of the self, and sparks new debate about what the self really is. Moreover, different scientific disciplines, spanning the natural and social sciences, investigate different levels of organization, leading to a multifaceted scientific picture of the self. This conference and volume explored areas where some of the different approaches to the self overlap and will, it is hoped, promote the establishment of a richer, more coherent image of what the self is.

Animals↗
PubMed2005

Science as a general education: Conceptual science should constitute the compulsory core of multi-disciplinary undergraduate degrees.

It is plausible to assume that in the future science will form the compulsory core element both of school curricula and multi-disciplinary undergraduate degrees. But for this to happen entails a shift in the emphasis and methods of science teaching, away from the traditional concern with educating specialists and professionals. Traditional science teaching was essentially vocational, designed to provide precise and comprehensive scientific knowledge for practical application. By contrast, future science teaching will be a general education, hence primarily conceptual. Its aim should be to provide an education in flexible rationality. Vocational science teaching was focused on a single-discipline undergraduate degree, but a general education in abstract systematic thinking is best inculcated by studying several scientific disciplines. In this sense, 'science' is understood as mathematics and the natural sciences, but also the abstract and systematic aspects of disciplines such as economics, linguistics, music theory, history, sociology, political science and management science. Such a wide variety of science options in a multi-disciplinary degree will increase the possibility of student motivation and aptitude. Specialist vocational science education will progressively be shifted to post-graduate level, in Masters and Doctoral programs. A multi-disciplinary and conceptually-based science core curriculum should provide an appropriate preparation for dealing with the demands of modern societies; their complex and rapidly changing social systems; and the need for individual social and professional mobility. Training in rational conceptual thinking also has potential benefits to human health and happiness, since it allows people to over-ride inappropriate instincts, integrate conflicting desires and pursue long-term goals.

Curriculum↗