Neurology in Tulp's Observationes medicae

The beginning of the seventeenth century marked the start of a scientific revolution, which had consequences for medicine. Vesalius in anatomy, and Harvey in physiology, were important figures who gave the Hippocratic and Galenic traditions new impulses. In this period of change in medical thought, Nicolaas Tulp (1593-1674) wrote his 'Observationes Medicae' (Tulp, 1641). A controversy existed in The Netherlands, concerning the circulation, with many doctors still adhering to the Galenic tradition. The following analysis discusses some of the neurologic cases from Tulp's book, seen in the light of modern medical thought.     

Next Emperor,Please! No End to Retrospective Diagnostics

Abstract

The beginning of the seventeenth century marked the start of a scientific revolution, which had consequences for medicine. Vesalius in anatomy, and Harvey in physiology, were important figures who gave the Hippocratic and Galenic traditions new impulses. In this period of change in medical thought, Nicolaas Tulp (1593–1674) wrote his ‘Observationes Medicae’ (Tulp, 1641). A controversy existed in The Netherlands, concerning the circulation, with many doctors still adhering to the Galenic tradition. The following analysis discusses some of the neurologic cases from Tulp's book, seen in the light of modern medical thought.     

Galen and the ventricular system

This paper examines the anatomy and physiology, together with the pathophysiology, of the ventricular system of the brain, as it was understood by arguably its greatest exponent in Western Antiquity, Galen. According to him, the purpose of the ventricles was to elaborate, store and distribute psychic pneuma, the motive force of Galenic neurology, throughout the nervous system. However, impressive as the delineation of the ventricular system is, the details of this distribution are not forthcoming from Galen. Finally, I discuss the ventricles as the site of intellect, a notion only tentatively advanced by Galen, but cast into dogma by his successors. For all the mistakes Galen made in anatomy and physiology, the study of the ventricular system reveals a mind not dissimilar to our own.     

The Magnus-Rademaker Scientific Film Collection: Ethical Issues on Animal Experimentation (1908–1940)

The Magnus-Rademaker scientific film collection (1908–1940) deals with the physiology of body posture by the equilibrium of reflex musculature contractions for which experimental studies were carried out with animals (e.g., labyrinthectomies, cerebellectomies, and brain stem sections) as well as observations done on patients. The films were made for demonstrations at congresses as well as educational objectives and film stills were published in their books. The purpose of the present study is to position these films and their makers within the contemporary discourse on ethical issues and animal rights in the Netherlands and the earlier international debates. Following an introduction on animal rights and antivivisection movements, we describe what Magnus and Rademaker thought about these issues. Their publications did not provide much information in this respect, probably reflecting their adherence to implicit ethical codes that did not need explicit mentioning in publications. Newspaper articles, however, revealed interesting information. Unnecessary suffering of an animal never found mercy in Magnus’ opinion. The use of cinematography was expanded to the reduction of animal experimentation in student education, at least in the case of Rademaker, who in the 1930s was involved in a governmental committee for the regulation of vivisection and cooperated with the antivivisection movement. This resulted not only in a propaganda film for the movement but also in films that demonstrate physiological experiments for students with the purpose to avert repetition and to improve the teaching of experiments. We were able to identify the pertinent films in the Magnus-Rademaker film collection. The production of vivisection films with this purpose appears to have been common, as is shown in news messages in European medical journals of the period.     

Vesalius on the Anatomy and Function of the Recurrent Laryngeal Nerves: Medical Illustration and Reintroduction of a Physiological Demonstration from Galen

The purpose of this article is to review the anatomical illustrations and physiological demonstrations of sixteenth-century Flemish-born anatomist and physician Andreas Vesalius concerning the recurrent laryngeal nerves. Although Vesalius was primarily an anatomist, he also used vivisection as a pedagogical device to help his students understand the function of structures within the fabric of the body that they had previously studied in anatomical detail. Vesalius’s masterwork, De humani corporis fabrica or simply the Fabrica (1543, 1555), was ostensibly an anatomy text, but Vesalius included textual and figural references to his use of vivisection to explicate the function of specific structures. Even as he began to criticize the errors in Galen’s anatomical works, Vesalius nevertheless adopted some of Galen’s classic physiological demonstrations, in particular the ligation (and subsequent release) of the recurrent laryngeal nerves of a pig to demonstrate their role in generating the pig’s squeal. Vesalius’s illustrations concerning the recurrent laryngeal nerve in the Fabrica were of two types: elegant anatomical woodcut plates—unsurpassed for their clarity, accuracy, and detail — and the distinctly inelegant historiated initial Q, depicting a throng of putti busily engaged in vivisecting a pig. Vesalius’ anatomical plates were heavily plagiarized while the historiated initials, showing the rough work of an anatomist or surgeon, were largely ignored and remain little recognized today. While Vesalius’ anatomical illustrations of the recurrent laryngeal nerves contained some errors, they were a dramatic departure from prior meager efforts at medical illustration and indeed far surpassed all contemporary published illustrations by others. Vesalius was also influential in reviving Galen’s approach to vivisection, at least for pedagogical purposes, if not really then yet as a full-fledged investigative technique.     

Indigenous Performing Traditions in Post-Revolutionary Iranian Theater

One of the major trends in experimental theater refashions the representational and presentational techniques of ancient rituals, medieval dramatic forms and popular performing traditions to create new forms of dramatic expression. In pre-revolutionary Iran, the proponents of this trend included those who worked with Iran National Theater and Theater Workshop. The 1979 revolution heralded the arrival of a different kind of drama in response to a host of new subjects and restrictions. However, unlike the political upheavals of previous periods which led to catastrophic discontinuity in the development of Iranian theater, it did not result in a complete breach. The post-revolutionary practitioners continued working with the templates devised by their pre-revolutionary colleagues, creating a dramatic tradition that has produced several masterpieces during recent decades. The purpose of this paper is to put the history of this experimental trend in perspective and examine the works of three of its major post-revolutionary practitioners. As such it will not focus on the history of indigenous forms or western-style theater in Iran, but on the recent history of this experimental mode and how its practitioners have refashioned Iranian performing traditions.     

The devil in disguise: action repertoire,visual performance and collective identity of the Autonomous Nationalists

Adopting protest tactics and visual performance of the far left, many neo‐Nazis in Europe, particularly in Germany, have developed a new style. Referencing their political opponents, the far‐left Autonomous Movement, they call themselves the Autonomous Nationalists. Though this new style caused intense conflicts in the beginning, Autonomous Nationalists have gained strong influence in the neo‐Nazi movement. What drives neo‐Nazis to adopt tactics such as ‘black blocs’ and certain symbols and dress of their political enemies? Based on movement's documents, semi‐structured interviews and observing demonstrations, this article uses empirical data to identify central dimensions of the Autonomous Nationalist's action repertoire and visual performance and their impact on the neo‐Nazi movement's collective identity. The analysis of external and internal effects reveals that the shift in public appearance strengthened the movement's mobilization potential, but otherwise decreased ideological internalisation and may increase the turnover of activists.     

Louis Ranvier (1835-1922): the contribution of microscopy to physiology and the renewal of French general anatomy

The French neurohistologist Louis-Antoine Ranvier (1835-1922), somewhat neglected in classical histories of nineteenth-century studies on the nervous system, developed a personal style, traditionally referred to as a synthesis between histology and physiology. Ranvier's research was not centered on the brain. Rather, he remained attached to the intimate nature of minute structures, with a style marked by the concept of generality. Ranvier's original style and role in the development of French histology and anatomie générale are analyzed, and their significance evaluated. Ranvier is reassessed as a prominent figure and as the leader in the renewal of the French anatomy.     

Learning from mistakes: early twentieth-century surgical practice

Archibald Watson was an Australian anatomist and surgeon who kept operating theater diaries. He made detailed notes on the work of surgeons that he observed in Britain and North America, as well as in Australia. Watson's diaries provide significant evidence that early twentieth-century surgeons did not just apply scientific knowledge produced somewhere else. They generated new surgical knowledge themselves and worked within a culture that valued innovation. Some of the surgeons observed by Watson practiced in academic centers and regularly engaged in laboratory research, but most did not. Nevertheless, it is clear that whether in Australia, Britain, or North America, the active search for improved techniques was a routine feature of the practice of full-time surgeons. In the process, they often made mistakes--or rather, they often did things with which at least some of their colleagues did not agree. Much of surgical practice was contestable. Doing things the "right" way and finding better ways to do things were overlapping categories; but it is often difficult or impossible to draw any distinction at all between doing things the "wrong" way and failed attempts at finding a better way to perform an operation. This article examines some aspects of the relationship between scientific ideas, clinical experience, contestable errors, and the generation of new knowledge through surgical practice.     

Les Maladies de L’âme Comme Lieu de Rencontre Entre Médecine et Philosophie dans les Textes Arabes Médiévaux (IXe-XIe Siècle)

In the medical texts written in Arabic between the 9^th and the 11^th centuries, the diseases of the soul played an important part in the physicians’ reflection on the nature of the soul and its relationship to the body. In the 9^th and the beginning of the 10^th century, this medical anthropology was shaped by a tradition that was both Platonic and Galenic. But in the 10^th, the influence of Aristotle became most prominent in Arabic philosophy, and as a result the main lines of this medical anthropology were questioned, as was the role of medical knowledge and its relation to natural philosophy.     

Public art as public pedagogy: memorial landscapes of the Cambodian genocide

Historical memory in the form of public art acts as a pedagogical tool, both revealing the artist’s interpretation of history and serving as a historical device for the viewer. In Cambodia, new generations are developing an understanding of the Khmer Rouge regime (1975–1979) and its effect on their country’s history. Young peoples’ understanding of history is constructed through institutional, living, and public memory pedagogies. These pedagogical channels do not always work in unison, leaving gaps in historical education. In Cambodia, institutional and living memory pedagogies on the Khmer Rouge genocide often fail to transmit this important national history to those who did not live through it. Publicly accessible memorial art has the potential to supplement the historical understanding of young, rural Cambodians. Three murals sites in rural Cambodia act as landscapes of public pedagogy by depicting scenes of Khmer Rouge atrocities. This paper aims to understand the significance of the impact and implications of public memorial art as an educational supplement, and how public art can be utilized as public pedagogy in Cambodia and beyond.     

The medical content of English almanacs 1640-1700

There has been a great deal of recent interest in popular health care in early modern England, resulting in studies on a range of topics from practitioners through remedial treatment. Over the past decade, the history of books has also attracted growing interest. This is particularly true for the seventeenth century, a period marked by a dramatic rise in all types of printed works. The 1640s are especially significant in the evolution of printed vernacular medical publications, which continued to flourish during the rest of the century. While recent studies on popular medical books have contributed greatly to our understanding of contemporary medical beliefs and practices, they have failed to properly recognize the effect that almanacs had on early modern medicine. Although their primary function was not to disseminate medical information, most provided a great deal of medical information. Furthermore, these cheap, annual publications targeted and were read by a wide cross-section of the public, making them the first true form of British mass media. This article is based on the content of 1,392 almanacs printed between 1640 and 1700, which may make it the largest comparative study of the medical content of any early modern printed works. The project has resulted in two major findings. First of all, almanacs played a major part in the dissemination, continuing popularity, and longevity of traditional astrological and Galenic beliefs and practices. Secondly, at the same time, almanacs played an important early role in the growth of medical materialism in Britain.     

Learning Styles in Relation to Academic Performance in Middle School Mathematics

Research was conducted with middle‐school Kuwaiti children to assess the effectiveness of student learning styles in predicting students' academic performance in Mathematics. A group of middle school students who had received first quarter grades and enrolled in an after‐school tutoring program were studied, with half of the students in a traditional tutoring program and the other half in a Markova learning style‐tutoring program. Results show that the students in the experimental group (mean = 45.91), whose learning styles were accommodated for, performed better than the students in the control group who studied using the traditional method (mean = 43.80) of teaching. Gender, type of school attended, and area in which the students lived were all analyzed within the experimental group. The experimental group results show that the highest‐grade improvement in Mathematics was found to be predominately male students attending private institutions, and living in the urban areas of Kuwait. Students learn in a variety of ways, and their ability to attain this information also varies. A student's capacity to learn is impacted by the teacher's style of conveying information. Unfortunately, little attention has been given to how children think (Markova, 1992). Often, it is assumed that students' minds operate in the same way as the teacher's does. So much of student failure in school comes directly out of the larger failure to stimulate all those areas in the children's brains, stimulation which could open up their minds in so many ways (Markova, 1992). Student's academic performance is a matter of concern to educators, parents, and students themselves. The ways in which an individual characteristically acquires, retains, and retrieves information are collectively referred to as his or her learning style (Felder and Henriques, 1995). Unfortunately, the manner in which children acquire the information to perform well academically is too often ignored. Considerable research has examined the relationship between students' learning styles and their academic performance (Witkin, 1973; Gregorc, 1979; Claxton and Murrell, 1987; Brunner and Majewski, 1990; Schroeder, 1993; Klavas, 1993). These studies have consistently found that when learning styles were considered in the teaching process, academic performance increased. Schroeder states that accommodating the variations in learning styles could improve curricula and the teaching process (1993). The results of a study by Dunn et al. (1995) suggested that students whose learning styles are accommodated would be expected to achieve 75% of a standard deviation higher than students for whose learning style had not been accommodated. Many researchers have reported that students often classified as poor achievers, learning disabled, at‐risk youth, or dropouts were able to improve their academic performance when instruction was redesigned to respond to their particular learning style preferences (Stone, 1992; Perrin, 1990; Elliot, 1991; Andrews, 1990). Children suffer deeply when their natural way of thinking, of absorbing and processing information, of creating and expressing is criticized, mocked, or ignored (Markova, 1992). However, learning efficiently empowers children to gain confidence since many believe they have learned a skill only after they can perform it easily. Markova acknowledges that many approaches to understanding individual differences include something about the fact that most of us have one sense we are most comfortable using in the learning process. Understanding these patterns of processing information is crucial to finding the most effective ways to educate our children. Markova has identified six patterns of personal thinking, which are different combinations of the perceptual kinesthetic (K), auditory (A), and visual (V) channels. He posits that information is first received by the conscious mind, sorted by the unconscious mind and finally integrated by the subconscious mind (Markova, 1992). The six different combinations (KAV, KVA, AVK, AKV, VKA, and VAK) are referred to as personal thinking patterns and determine the most comfortable and effective way for each learner to learn.     

Highland Lodge,Kilkelly, County Mayo: An Autobiographical Sketch

Fragments of neurology can be found in the oldest medical writings in antiquity. Recognizable cerebral localization is seen in Egyptian medical papyri. Most notably, the Edwin Smith papyrus describes hemiplegia after a head injury. Similar echoes can be seen in Homer, the Bible, and the pre-Hippocratic writer Alcmaeon of Croton. While Biblical writers thought that the heart was the seat of the soul, Hippocratic writers located it in the head. Alexandrian anatomists described the nerves, and Galen developed the ventricular theory of cognition whereby mental functions are classified and localized in one of the cerebral ventricles. Medieval scholars, including the early Church Fathers, modified Galenic ventricular theory so as to make it a dynamic model of cognition. Physicians in antiquity subdivided the brain into separate areas and attributed to them different functions, a phenomenon that connects them with modern neurologists.     

Constructing and practicing feminist pedagogy in Taiwan using a field study of the Twenty-Five Ladies Tomb

Drawing on theories of space, gender, and participatory learning, central concepts in feminist pedagogy, the author designed a university-level general-education course that took the Twenty-Five Ladies Tomb in southern Taiwan as the focus of a field study and class discussion. This local gendered site, which commemorates a 1973 ferry accident that killed 25 unmarried young women working in Kaohsiung, raises issues about patriarchy in Taiwan, gender inequities in traditional Han customs, and women's labor. The course relied on guided class discussions and focus-group discussions, culminating in a visit to the site. Face to face with the researched, the author not only built an inclusive and supportive relationship with students in the classroom, but also put her researcher's reflexivity into teaching practice. Research results indicate that the freedom of the class discussion format succeeded in breaking down the logic of binary opposition that accompanies the traditional gender duality of male/female. Avoiding a top-down teaching style also minimized students' resistance to perspectives emphasizing gender equality.     

Tragedy and Science

Tragic theater is a phenomenon both extremely rare and sadly ephemeral. Perusal of Nietzsche will lead to the proposal that tragic theater developed in periods marked by scientific revolutions, related here to sweeping and far-ranging changes in the social fabric and the myths — or world theories (condensed images of the world) — underlying it. Tragic theater expresses an insoluble conflict between a mythology (or world theory) in decline and a new form of culture, epitomized by a new world theory. True tragic theater therefore exhibits the same conditions that give rise to scientific revolutions. This “Tragedy — the Swan Song of Myth” thesis, outlined in Nietzsche's early studies of Greek tragedy, will be generalized and extended to the case of 17th century English tragedy and science, and the origins of the modern myth of Progress and Enlightenment.