The object of this paper is to systematize an epistemological framework of analysis derived from Don Bates's extended essay "Medicine and The Soul of Science," and apply that framework to a number of problems connected to medical knowledge, addressed in previous research by the author. The paper also draws from Bates's earlier work, especially the two-part "Closing the Circle" on William Harvey and the reception of his ideas by his contemporaries, and from contrasting and comparing it to the work of philosophers and historians of science who tackled similar problems, most notably Ludwik Fleck, Thomas Kuhn, and Ian Hacking. The resulting framework is based on three main concepts: constructed coherencing, the unproblematic background knowledge (UBK), and the mechanical mind. The paper closes with an application of that framework to the discussion of knowledge in medicine and the definition of diseases.
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http://dx.doi.org/10.3138/cbmh.26.1.107 | DOI Listing |
Integr Psychol Behav Sci
December 2024
Faculty of Education, School of Education Culture & Society, Monash University, Melbourne, Australia.
The paper critically analyses cultural-historical activity theory (CHAT) in two most important aspects - the basic unit of analysis (i.e., in essence, the subject of the theory) and the main epistemological and methodological principles.
View Article and Find Full Text PDFSleep Med Rev
November 2024
University Sleep Medicine Service, University Hospital of Bordeaux, 33076, Bordeaux, France; UMR CNRS 6033 SANPSY, University Hospital of Bordeaux, 33 076, Bordeaux, France. Electronic address:
To establish an overarching definition of what constitutes a sleep disorder, it is essential to know which health conditions should be included in the classifications of sleep disorders and to better distinguish the normal from the pathological in sleep medicine. This would bring together several professional organizations in their understanding of this hitherto heterogeneous concept. However, no consensus regarding a general definition of a sleep disorder currently exists.
View Article and Find Full Text PDFF1000Res
November 2024
School of Social Sciences and Rural Development, Faculty of Education Sciences, National University of Huancavelica, Avenida Agricultura 319-321, Paturpampa, Huancavelica, 09001, Peru.
Introduction: This research is a systematic review aimed at synthesizing scientific evidence on the causes of university dropout, focusing on the subcategories of vocational guidance, academic performance, socioeconomic status, and institutional aspects between 2020 and June 2024.
Methods: Only articles addressing university dropout were considered, analyzing dimensions such as vocational guidance, academic performance, socioeconomic status, and institutional aspects. Articles published in indexed scientific journals with double-blind, double-blind peer, or open reviews between 2020 and June 2024 were included.
Rev Colomb Obstet Ginecol
September 2024
Estudiante de pregrado de medicina, Fundación Universitaria Sanitas. Bogotá (Colombia).
Objectives: To understand the meaning of the experiences of breast cancer patients undergoing diagnostic and treatment processes.
Material And Methods: A descriptive qualitative study based on the hermeneutic-interpretative scientific paradigm and grounded in a phenomenological epistemological framework. The study included women aged 18 years or older diagnosed with breast cancer and treated at a university clinic in Bogotá, who were given a semi-structured interview.
Perspect Med Educ
October 2024
Department of Medicine, Center for the Advancement of Population Health at the Medical College of Wisconsin, Wisconsin, USA.
In competency-based medical education (CBME), which is being embraced globally, the patient-learner-educator encounter occurs in a highly complex context which contributes to a wide range of assessment outcomes. Current and historical barriers to considering context in assessment include the existing post-positivist epistemological stance that values objectivity and validity evidence over the variability introduced by context. This is most evident in standardized testing.
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