Helen Flanders Dunbar: Physician,medievalist, enigma

Helen Flanders Dunbar was a psychiatrist, an early leader in the field of psychosomatic medicine, and a prophetic proponent of supervised clinical training for clergy. She was a prolific writer educated in theology and medieval studies as well as medicine. Yet she remains largely an enigma despite her achievements. This article explores Dunbar's life and attempts an explanation of why her person and ideas are not widely recognized today.     

Living apart together: reflections on bioethics, global inequality and social justice

This review of Professor Marcos Cueto's Cold War Deadly Fevers: Malaria Eradication in Mexico, 1955–1975 discusses some of the historical, sociological, political and parasitological topics included in Dr. Cueto's superbly well-informed volume. The reviewer, a parasitologist, follows the trail illuminated by Dr. Cueto through the foundations of the malaria eradication campaign; the release in Mexico of the first postage stamp in the world dedicated to malaria control; epidemiological facts on malarial morbidity and mortality in Mexico when the campaign began; the emergence of problem areas that impeded eradication; considerations on mosquitoes and malaria transmission in Mexico; the role of business and society in malaria eradication; the results of the campaign; the relationship between malaria and poverty; and the parasitological lessons to be learned from the history of malaria eradication campaigns. Dr. Cueto's excellent and well-informed exploration of malaria – not merely as a disease but as a social, economic and human problem – makes this book required reading.     

Re-Interpretation in Historiography: John Dewey and the Neo-Humanist Tradition

Did John Deweys new philosophy of education really try to dissolve the whole block of tradition or is his debt namely to educational core-concepts of neo-humanism deeper than he was prepared to acknowledge? After some general remarks on the process of reception as productive re-adaptation and its implication for historiography I will deal with Deweys own contexts that shape the interpretative grid through which he receives the tradition. Two case studies attempt to illustrate both continuity and discontinuity with a specific part of this tradition, namely two critical perspectives within German neo-humanism: Georg Wilhelm Friedrich Hegel and Johann Friedrich Herbart.     

Re-Interpretation in Historiography: John Dewey and the Neo-Humanist Tradition

Did John Dewey’s ‘new philosophy of education’ really try to dissolve the whole block of tradition or is his debt namely to educational core-concepts of neo-humanism deeper than he was prepared to acknowledge? After some general remarks on the process of reception as productive re-adaptation and its implication for historiography I will deal with Dewey’s own contexts that shape the interpretative grid through which he receives the tradition. Two case studies attempt to illustrate both continuity and discontinuity with a specific part of this tradition, namely two critical perspectives within German neo-humanism: Georg Wilhelm Friedrich Hegel and Johann Friedrich Herbart.     

Biography as an Art Form: The Story of Helen Flanders Dunbar,M.D., Ph.D., B.D., and Med. Sci. D

Helen Flanders Dunbar (1902–1959) was a physician, medieval and Renaissance scholar, theologian, and founder of the American Psychosomatic Society and its journal Psychosomatic Medicine. Her contributions are not currently well known but deserve recognition from all those involved or interested in the dialogue between medicine and spirituality. This essay explores Dunbar’s personal history and professional achievements. It focuses particular attention on a feminist perspective regarding her life and work. It will conclude with a discussion of how biography, as an art form, transforms both author and audience. This essay was originally presented as the Second Annual J.R. Williams Memorial Lecture on Spirituality and Medicine at the Tulane School of Medicine in fall 2013.     

The analysis of experience: John Dewey and Elsie Ripley Clapp on desire and thinking, 1911

Unpublished correspondence with Elsie Ripley Clapp, along with extensive notes for a 1911 course, The Analysis of Experience, provide the context for a consideration of John Dewey's discussion of the relation between desire and thinking. Dewey's philosophic point of view is portrayed as it was developing in his own mind. The unity of thought and desire, the necessity of making objects of inquiry, the identification of thinking and acting, are themes in these materials which would appear in their published form in such works as Essays in Experimental Logic, Democracy and Education, and Human Nature and Conduct. In the unpublished materials, Dewey is seen as a naturalist at work in his laboratory, reworking his ideas and acknowledging Clapp's assistance in getting Dewey to connect practical situations in life with the philosophic distinctions under development. The 1911 materials are an excellent connection between problematics in Dewey's earlier writings on ethics, epistemology, and logic, and his later writings, on the same subjects in the 1920's and 1930's.     

John Dewey and the savage mind: uniting anthropological, psychological, and pedagogical thought, 1894-1902

In 1902 influential American philosopher John Dewey wrote a short essay on anthropolo-gists'view of the savage mind, arguing that it had had been unfairly dismissed as inchoate and incapable, when in fact the savage had much to teach scholars about the "present mind." The ideas presented in Dewey's essay were not only theoretical; they also served as the basis for his entire curriculum his famous laboratory school at the University of Chicago. Thus, the author argues that Dewey's pedagogical thought informed his anthropological thought, and vice versa.     

Destructiveness, atrocities and healing: epistemological and clinical reflections

In this paper, destructiveness is approached as a multi-dimensional phenomenon where the mental health perspective addresses only one of these dimensions. An attempt is made to locate this phenomenon in the context of epistemological and societal considerations. Critical of mono-dimensional explanations based on causal-reductive epistemology, the paper instead proposes the idea of an 'ecology of destructiveness', according to which mental health professionals cannot possibly continue to assume the role of detached observers. The ordinariness and archetypal fascination of destructiveness are discussed as preventing the psychologizing and pathologizing of it. In addition, it is suggested that 'destructiveness may be a tragic facet of the human condition', without this implying any justification of it. Based on my work with a group of Bosnian ex-camp prisoners, some basic principles of how one can work with survivors of atrocities are derived and discussed. A central feature of this work is the attempt to create an appropriate therapeutic context within which a 'therapeutic presence' and 'therapeutic witnessing' can be developed. Finally, the relevance of Jungian insights to this kind of work is reviewed and the emergence of new types of defences of the self is identified.     

Gibbs on Kohlberg on Dewey: An essay review of John C. Gibbs's Moral Development and Reality

According to Daniel Lapsley in his foreword to John Gibbs's Moral Development and Reality: Beyond the Theories of Kohlberg and Hoffman (2003 Gibbs, J. 2003. Moral development and reality: Beyond the theories of Kohlberg and Hoffman, Thousand Oaks, CA: Sage. [Crossref] , [Google Scholar]), “Professor Gibbs argues that Kohlberg's stage theory fails largely because his best Piagetian insights were corrupted by his fascination with Dewey's writings on internalization and group conformity.” According to Gibbs, continues Lapsley, Kohlberg's “formulation of the preconventional, conventional, and postconventional typology can be traced to Dewey.” Lapsley observes that “to call Kohlberg's Deweyan commitments the “Procrustean bed” that distorts his developmental theory is a startling claim” (Gibbs, 2003 Gibbs, J. 2003. Moral development and reality: Beyond the theories of Kohlberg and Hoffman, Thousand Oaks, CA: Sage. [Crossref] , [Google Scholar], p. viii). 1 All subsequent page number citations will be to Gibbs (2003 Gibbs, J. 2003. Moral development and reality: Beyond the theories of Kohlberg and Hoffman, Thousand Oaks, CA: Sage. [Crossref] , [Google Scholar]) unless otherwise indicated.

Indeed it is. I also believe it is false in a complex way, or at least seriously misleading. The theses of this paper are that: (1) Dewey's moral psychology includes, in any substantial way, neither (a) a three-stage developmental theory nor (b) internalization as part of that theory; that therefore either (2) Kohlberg misread Dewey, and/or (3) Gibbs misreads Kohlberg. This confusion suggests a look at what has been called a “neo-Kohlbergian approach” as a competing theory to Gibbs's “new view of life span moral judgment development” (pp. 74 – 75).     

Developing coherence in community and clinical psychology: the integration of idealism and pragmatism

Illustrations of how ideas from community psychology may be integrated with clinical psychological thinking and practice are described from the perspective of a clinical psychologist working in the NHS. The intentions are to consider socially relevant conceptualizations of the causes of people's well-being and distress, and to develop ways of helping individuals and communities to clarify and address these causes. Incorporating an analysis of social power also necessitates a critical awareness of the limited potency of psychological interventions. © 1998 John Wiley & Sons, Ltd.     

John Dewey and the Development of Education in Russia before 1930 -; Report on a Forgotten Reception

This article explores the kinds of response John Dewey(1859-;1952) received in Russia between 1900 and1930, and the impact he had on the educational debatethere. The study's main findings are: Both before andafter the Socialist October Revolution of 1917, Deweyhad a significant impact on the development of theRussian school system. The ultimate rejection ofDewey's pedagogy towards the end of the 20s was notdue to educational but to political and ideologicalreasons.     

The promises and perils of pragmatism: commentary on Fins, Bacchetta, and Miller

Fins, Bacchetta, and Miller's clinical pragmatism has several appealing features: an emphasis on dialogue, a commitment to consensus, a focus on particular individuals rather than persons in general, and a strong interest in the process as well as the product of moral decision making. Nevertheless, for all its protests to the contrary, clinical pragmatism has a tendency to privilege medical facts over nonmedical values, to conflate appropriate medical decisions with right moral decisions, and to conceive problems at the bedside in terms of "getting" patients and families to "go along" with the treatment plans of clinicians. In sum, there is within clinical pragmatism the potential for physicians to take back some of the power they ceded to patients during the height of the patients' rights and autonomy movement. Provided that clinicians guard against the temptation to use clinical pragmatism manipulatively, however, the method promises, more than most other methods of moral problem solving, to help increasingly diverse individuals make good moral decisions about patients' care under conditions of enormous uncertainty.