This persuasive volume develops a novel approach to medical education and the medical humanities, making a case for the integration of the two to explore the ways in which ‘warm’ humanism and ‘cold’ technologies can come together to design humane posthumanist futures in medicine. There are many problems with conventional medical education. It can be overly technocratic, dehumanizing, and empathy-eroding, introducing artefacts that lead to harm and reproduce inequality and injustice. Use of the arts, humanities, and qualitative social sciences have been pursued as an antidote or balance to these problems. Arguing against the purely instrumentalist use of medical humanities in this way, this book addresses the importance of a genuine and open-ended engagement with humanities approaches in medicine. It discusses the impact of artificial intelligence and emerging theoretical frameworks and posthumanist perspectives, such as object-oriented ontology, on meaning making in medicine. It demonstrates how the key to such a transition is the recovery of the intrinsic art and humanity of metaphor-heavy biomedical science, in turn framed by models of dynamic complexity rather than static linearity. This book is an important contribution to debates around the medical humanities and its role in medical education. It is an essential read for scholars with an interest in these areas, as well as those working in science and technology studies and the sociology of health and illness.

From head trauma to scientific wonder—a “deeply absorbing . . . fascinating” true story of acquired savant syndrome (Entertainment Weekly). Twelve years ago, Jason Padgett had never made it past pre-algebra. But a violent mugging forever altered the way his brain worked. It turned an ordinary math-averse student into an extraordinary young man with a unique gift to see the world as no one else does: water pours from the faucet in crystalline patterns, numbers call to mind distinct geometric shapes, and intricate fractal patterns emerge from the movement of tree branches, revealing the intrinsic mathematical designs hidden in the objects around us. As his ability to understand physics skyrocketed, the “accidental genius” developed the astonishing ability to draw the complex geometric shapes he saw everywhere. Overcoming huge setbacks and embracing his new mind, Padgett “gained a vision of the world that is as beautiful as it is challenging.” Along the way he fell in love, found joy in numbers, and spent plenty of time having his head examined (The New York Times Book Review). Illustrated with Jason’s stunning, mathematically precise artwork, his singular story reveals the wondrous potential of the human brain, and “an incredible phenomenon which points toward dormant potential—a little Rain Man perhaps—within us all” (Darold A. Treffert, MD, author of Islands of Genius: The Bountiful Mind of the Autistic, Acquired, and Sudden Savant). “A tale worthy of Ripley’s Believe It or Not! . . . This memoir sends a hopeful message to families touched by brain injury, autism, or neurological damage from strokes.” —Booklist “How extraordinary it is to contemplate the bizarre gifts that might lie within all of us.” —People

Sparking a long-overdue debate about the future of American education, "The Marketplace of Ideas" examines traditional university institutions, assessing what is worth saving and what is not

The field of the medical humanities is developing rapidly, however, there has also been parallel concern from sceptics that the value of medical humanities educational interventions should be open to scrutiny and evidence. Just what is the impact of medical humanities provision upon the education of medical students? In an era of limited resources, is such provision worth the investment? This innovative text addresses these pressing questions, describes the contemporary territory comprising the medical humanities in medical education, and explains how this field may be developed as a key medical education component for the future. Bleakley, a driving force of the international movement to establish the medical humanities as a core and integrated provision in the medical curriculum, proposes a model that requires collaboration between patients, artists, humanities scholars, doctors and other health professionals, in developing medical students’ sensibility (clinical acumen based on close noticing) and sensitivity (ethical, professional and humane practice). In particular, this text focuses upon how medical humanities input into the curriculum can help to shape the identities of medical students as future doctors who are humane, caring, expressive and creative – whose work will be technically sound but considerably enhanced by their abilities to communicate well with patients and colleagues, to empathise, to be adaptive and innovative, and to act as ‘medical citizens’ in shaping a future medical culture as a model democracy where social justice is a key aspect of medicine. Making sense of the new wave of medical humanities in medical education scholarship that calls for a ‘critical medical humanities’, Medical Humanities and Medical Education incorporates a range of case studies and illustrative and practical examples to aid integrating medical humanities into the medical curriculum. It will be important reading for medical educators and others working with the medical education community, and all those interested in the medical humanities.

This authoritative new handbook offers a comprehensive and cutting-edge overview of the state of the medical humanities globally, showing how clinically oriented medical humanities, the critical study of medicine as a global historical and cultural phenomenon, and medicine as a force for cultural change can inform each other. Composed of eight parts, the Routledge Handbook of the Medical Humanities looks at the medical humanities as: a network and system therapeutic provocation forms of resistance a way of reconceptualising the medical curriculum concerned with performance and narrative mediated by artists as diagnosticians of culture through public engagement. This book describes how the medical humanities can be used in and out of clinical settings, acting as a point of resistance, redistributing medicine’s capital amongst its stakeholders, embracing the complexity of medical instances, shaping medical education, promoting interdisciplinary understandings and recognising an identity for the medical humanities as a network effect. This book is an essential read for all students, scholars and practitioners with an interest in the medical humanities.

Bringing insights from research in developmental psychology to pedagogy, Kuhn argues that inquiry and argument should be at the center of a "thinking curriculum"--a curriculum that makes sense to students as well as to teachers and develops the skills and values needed for lifelong learning.