The History of the Changing Concepts of Health and Illness: Outline of a General Model of Illness Categories

2022 ◽  
pp. 81-102
Author(s):  
Bryan S. Turner
Author(s):  
Corinne Saunders

A properly critical medical humanities is also a historically grounded medical humanities. Such historical grounding requires taking a long cultural perspective, going beyond traditional medical history – typically the history of disease, treatment and practice – to trace the origins and development of the ideas that underpin medicine in its broadest sense – ideas concerning the most fundamental aspects of human existence: health and illness, body and mind, gender and family, care and community. Historical sources can only go so far in illuminating such topics; we must also look to other cultural texts, and in particular literary texts, which, through their imaginative worlds, provide crucial insights into cultural and intellectual attitudes, experience and creativity. Reading from a critical medical humanities perspective requires not only cultural archaeology across a range of discourses, but also putting past and present into conversation, to discover continuities and contrasts with later perspectives. Medical humanities research is illuminated by cultural and literary studies, and also brings to them new ways of seeing; the relation is dynamic. This chapter explores the ways mind, body and affect are constructed and intersect in medieval thought and literature, with a particular focus on how voice-hearing and visionary experience are portrayed and understood.


2002 ◽  
Vol 43 (2) ◽  
pp. 241-269 ◽  
Author(s):  
RAIMUND OTTOW

The author discusses the discourse-theory of the so-called ‘Cambridge School’ (Quentin Skinner, John Pocock), which is favorably compared to alternative approaches in the field of the intellectual history of political thought. Some conceptual problems of this kind of discoursetheory are discussed and some remedies proposed, resulting in the formulation of a general model, which could be applied to contemporary debates, exemplified by a short analysis of the discursive situation of modern liberalism.


Author(s):  
Oren Falk

This chapter implements the general model of violence on case studies from the history of medieval Iceland, especially the Battle of Helgastaðir (1220) and other episodes from the life of Guðmundr Arason, Bishop of Hólar (r.1203–37). It also establishes how structural analysis of sagas—using the concepts of récit, histoire, and uchronia—nuances the picture of history reconstructed from such sources, tracing the transformation of occurrences (what happened) into events (experienced manifestations of meaning). Guðmundar saga A, the main textual source consulted here, demonstrates how uchronia, the ideology of the past, enabled texts to function autonomously of authorial intent: uchronic texts may reveal truths their authors were ignorant of, let alone truths they wished to suppress. By unpacking the ways brute force inflects both the historical social contests recorded in the saga and the narrative tensions of the recording process itself, this chapter highlights the necessity of examining violence in terms of a complex negotiation of power, signification, and risk. In the course of this investigation, various details of medieval Icelandic history are filled in, deepening and qualifying the general portrayal offered in the Introduction. Readers with little background in Icelandic history are familiarized with the contours of this history, while experts find some of its truisms (such as the categorical distinction between farmers and chieftains, or the supposed uniqueness of Iceland in high medieval Europe) re-examined


Author(s):  
Samuel Teague ◽  
Peter Robinson

This chapter reflects on the importance of the historical narrative of mental illness, arguing that Western countries have sought new ways to confine the mentally ill in the post-asylum era, namely through the effects of stigma and medicalization. The walls are invisible, when once they were physical. The chapter outlines how health and illness can be understood as socially constructed illustrating how mental health has been constructed uniquely across cultures and over time. To understand this process more fully, it is necessary to consider the history of madness, a story of numerous social flashpoints. The trajectories of two primary mental health narratives are charted in this chapter. The authors argue that these narratives have played, and continue to play, an important role in the social construction of mental illness. These narratives are “confinement” and “individual responsibility.” Drawing on the work of Michel Foucault and Roy Porter, the authors describe how Western culture has come to consider the mentally ill as a distinct, abnormal other.


Anthropology ◽  
2020 ◽  
Author(s):  
Sameena Mulla

The rich array of anthropological research on medical technology has primarily been carried out by anthropologists with specialization in medical anthropology, and science and technology studies. This research benefits from its conversations with the history of medicine. Among journals that have frequently published in this area are: Anthropology and Medicine; Culture, Health and Psychiatry; Journal of the History of Medicine and Allied Health Sciences; Medical Anthropology: Cross-Cultural Studies in Health and Illness; Medical Anthropology Quarterly; Medicine Anthropology Theory; Social History of Medicine; Social Studies of Science; and Sociology of Health and Illness. In this bibliography, material is organized thematically into eleven substantive sections to include work that exemplifies both long-standing topics as well as emerging frontiers of research. The first section introduces readers to the framework of biopolitics that often contextualizes scholarship on technology. Next, the reader is introduced to theorizing technology in relation to technique. This is followed by the issue of discipline in relation to medicine. The next two sections describe sensory practices encompassing the audio and the haptic. The article then turns to the conditions under which technologies are produced and used, treating the question of politics before discussing systems of subjugation. After this, the next section highlights technologies of rendering, broken down into visual technology, writing, and enumeration. The final three sections cover reproductive health, pharmaceuticals, and subjectivities. These topics represent dense nodes of anthropological scholarship that have informed the broader approach of anthropological research on technology and technique.


2011 ◽  
Vol 5 (9) ◽  
pp. 2309
Author(s):  
Adriana De Oliveira

ABSTRACTObjective: to analyze, through an epistemological essay, the biopsychosocial paradigm, which is widely used to guide the practices in Health Psychology. Method: this is a theoretical study that, through a literature review, proposes an epistemological reflection. For this, the concepts of health and illness were approached, situating the treatments used over time; the notion of Health Psychology and its historical aspects with regard to the emergence and transition from the biomedical to the biopsychosocial model. Results: the coexistence of different versions of the biopsychosocial model, which enclose different epistemological assumptions, are identified through hierarchical or interactionist and integrative or dialectical metatheories. The interactionist metatheory assumes a dualistic (bio + psychosocial) conception, supported by the positivist and biomedical model, with a hierarchical prevalence between the areas concerned when they submit themselves to the epistemological authority of biomedicine. In its turn, in the integrative metatheory, the biological, psychological, and social dimensions interact dialectically, presenting an affinity with the Hippocratic doctrine. Conclusion: the health psychologist’s practices encompass an epistemological attitude, even when he/she ignores it. Therefore, divergent epistemological positions can be identified within the designation biopsychosocial. Descriptors: knowledge; behavioral medicine; practice (psychology).RESUMOObjetivo: analisar, por meio de ensaio epistemológico, o paradigma biopsicossocial, que é amplamente usado para orientar as práticas em Psicologia da Saúde. Método: trata-se de um estudo teórico que, por meio de revisão de literatura, propõe-se a uma reflexão epistemológica. Para tanto, abordaram-se os conceitos de saúde e doença, situando os tratamentos utilizados ao longo do tempo; a concepção de Psicologia da Saúde e seus aspectos históricos de surgimento e a transição do modelo biomédico para o biopsicossocial. Resultados: identifica-se por intermédio das metateorias hierárquica ou interacionista e integradora ou dialética a coexistência de diferentes versões do modelo biopsicossocial, as quais encerram pressupostos epistemológicos distintos. A metateoria interacionista presume uma concepção dualista (bio + psicossocial), alinhando-se ao modelo positivista e biomédico, com prevalência hierárquica entre as áreas envolvidas ao se submeterem à autoridade epistemológica da biomedicina. Já na metateoria integrativa, as dimensões biológica, psicológica e social interagem dialeticamente, apresentando afinidade com a doutrina hipocrática. Conclusão: as práticas do psicólogo da saúde comportam uma atitude epistemológica, mesmo que por ele ignorada. Portanto, dentro da denominação biopsicossocial é possível reconhecer posições epistemológicas divergentes. Descritores: conhecimento; medicina do comportamento; prática (psicologia).RESUMENObjetivo: analizar, a través de ensayo epistemológico, el paradigma biopsicosocial, que es ampliamente utilizado para guiar las prácticas en Psicología de la Salud. Método: esto es un estudio teórico que, por medio de revisión de literatura, se propone a una reflexión epistemológica. Por lo tanto, fueron abordados los conceptos de salud y enfermedad, situando los tratamientos utilizados al paso del tiempo; la concepción de Psicología de la Salud y sus aspectos históricos de surgimiento y la transición del modelo biomédico para el modelo biopsicosocial. Resultados: se identifica a través de las metateorías jerárquica o interaccionista y integradora o dialéctica la coexistencia de diferentes versiones del modelo biopsicosocial, que contienen diferentes supuestos epistemológicos. La metateoría interaccionista presume una concepción dualista (bio + psicosocial), alineandose al modelo positivista y biomédico, con prevalencia jerárquica entre las áreas envueltas sometiendose a la autoridad epistemológica de la biomedicina. Ya en la metateoría integradora, las dimensiones biológica, psicológica y social constituyen una relación dialéctica, presentando afinidad con la doctrina hipocrática. Conclusión: las prácticas del psicólogo de la salud comportan una actitud epistemológica, aunque lo ignore. Por lo tanto, dentro de la denominación biopsicosocial pueden ser reconocidas posiciones epistemológicas divergentes. Descriptores: conocimiento; medicina del comportamiento; práctica (psicología).


2014 ◽  
Vol 3 (3) ◽  
pp. 146-157 ◽  
Author(s):  
Ligia Lima ◽  
Marina Serra de Lemos

AimThe present study aims to test whether different instructions, when using draw-and-write data collection techniques, can be especially suited for understanding specific aspects of children’s conceptions about health and illness.MethodThis is a mixed-method study and participants were 209 schoolchildren, aged 10 to 12 years, who were asked to draw-and-write following one of two different instructions (A or B) that were related to the concepts of health and illness. Texts were examined through content analysis based on a previously validated coding system (inter-rater agreement of 93%).ResultsFindings suggest that the instruction “what does it mean to you to be sick and what does it mean to you to be healthy?” allows a more direct access to experiences and feelings, and that the instruction “draw and write about what a sick person is and what a healthy person is” is more adequate to elicit children’s knowledge and perceptions.ConclusionThe study suggests that to elicit children’s concepts of health and illness, relevant for health education and health promotion interventions, the draw-and-write instructions should be phrased in impersonal general terms. In contrast, for clinical interventions, the instruction should be targeted to the child’s direct experience of being ill.


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