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Researchers who cross a discipline may experience culture shock at the different worlds of science and medicine. This paper outlines the differences in concepts and philosophies and in presentation styles. The acute difficulties when attempting to read or write works in different disciplines are also addressed, as well as the differences in perceptions and values when approaching written works in unfamiliar branches of academia. [ABSTRACT FROM AUTHOR]

Purpose The purpose of this paper is to dissect key issues and debates in digital humanities, an emerging field of theory and practice. Digital humanities stands greatly to impact the Information and Library Science (ILS) professions (and vice versa) as well as the traditional humanities disciplines.Design/methodology/approach This paper explores the contours of digital humanities as a field, touching upon fundamental issues related to the field’s coalescence and thus to its structure and epistemology. It looks at the ways in which digital humanities brings new approaches and sheds new light on manifold humanities foci.Findings Digital humanities work represents a vital new current of interdisciplinary, collaborative intellectual activity both in- and outside the academy; it merits particular attention from ILS.Research limitations/implications This paper helps potential stakeholders understand the intellectual and practical framework of the digital humanities and “its relationship” to their own intellectual and professional work.Originality/value This paper critically synthesizes previous scholarly work in digital humanities. It has particular value for those in ILS, a community that has proven especially receptive to the field, as well as to scholars working in many humanities disciplines. Digital humanities has already made an important impact on both LIS and the humanities; its impact is sure to grow. [ABSTRACT FROM AUTHOR]

Feminist work in the history of philosophy has been going on for several decades. Some scholars have focused on the ways philosophical concepts are themselves gendered. Others have recovered women writers who were well known in their own time but forgotten in ours, while still others have firmly placed into a philosophical context the works of women writers long celebrated within other disciplines in the humanities. The recovery of women writers has challenged the myth that there are no women in the history of philosophy, but it has not eradicated it. What, we may ask, is impeding our progress? This paper argues that so often we treat early modern women philosophers' texts in ways that are different from, or inconsistent with, the explicit commitments of the analytic tradition, and in so doing, we may be triggering our audiences to reject these women as philosophers, and their texts as philosophical. Moreover, this is the case despite our intention to achieve precisely the opposite effect. [ABSTRACT FROM AUTHOR]

The digital humanities have developed in concert with online systems that increase the accessibility and speed of learning. Whereas previously students were immersed in the fluidity of campus life, they have become suspended and drawn-into various streams and currents of digital pedagogy, which articulate new forms of epistemological movement, often operating at speeds outside the lived time and rhythm of human thought. When assessing learning technologies, we have to consider the degree to which they complement the rhythms immanent to human thought, knowledge, investigation, and experimentation. In this paper, we examine learning from a humanities perspective, arguing that reading, writing, and thinking are ways of learning underscored by various genres of movement that segue with or diverge from the movements inherent to digital technologies, especially those deployed in learning systems. Using the work of thinkers such as John Dewey and Michel Serres, we examine the importance of movement in dialogue, where to truly learn involves embedding oneself in the flow of thought, accepting the flexibility of concepts, and aligning oneself with a community of thinkers. [ABSTRACT FROM AUTHOR]

This article considers Australian receptions of C. P. Snow's The Two Cultures and the Scientific Revolution (1959), and of the controversy over the literary critic F. R. Leavis's combative 1962 response to it. Taking a lead from conceptual insights in global histories of science and the history of knowledge, the paper considers the ways knowledge claims iterate differently in different geographic and cultural contexts. Elements of the Snow–Leavis dispute resonated among Australian scientists, cultural critics, journalists and poets, while others did not. Snow's diagnosis of a disciplinary antagonism between the humanities and the sciences was central to Australian receptions of the controversy, but wider political issues, emphasised in much of the more sophisticated historiography of the 'two cultures' as a British-American controversy, were largely ignored. This reception reflected the post-war expansion of Australian higher education, and the shifting relations within it between the humanities and the sciences. [ABSTRACT FROM AUTHOR]

Copyright of Mediterranean Journal of Communication / Revista Mediterránea de Comunicación is the property of Revista Mediterranea de Comunicacion / Mediterranean Journal of Communication and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper examines Frank Ankersmit as a rationalist. I argue that there is a theory of rationality in Ankersmit, and that rationalism is an essential feature of his philosophy of history. It is salient that, according to Ankersmit, this theory of rationality can be discovered by a priori reasoning through analysing what the concept of representation entails. Ankersmit's view is that Leibniz has best succeeded in defining what representation is. Further, Leibniz's theory of representation, and the idea of rationality it entails, are understood to be applicable to history writing, too. The most important standard of rationality is scope. The historian is expected to maximize the scope of her representation, or to create a maximum distance between narrative statements and a narration. The attempts to maximize scope are hampered by other values which stand in opposition to it. For this reason, the historian has to, in effect, find the best possible compromises between two opposing forces – including as much diversity while maintaining as much order as possible, for example. However, no a priori reasoning, or philosophers at large, can in practice determine the most rational representation. This is achieved through historiographical debate and discourse by comparing one representation to its rivals. In the end, I pose some questions and challenges to Ankersmit's theory of rationality. [ABSTRACT FROM AUTHOR]

Copyright of Scripta Mediaevalia is the property of Universidad Nacional de Cuyo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this paper is to provide some sketchy remarks on the post-empiricist phenomenon in philosophy of science, taking into account the themes of the relationships between language on the one side and reality on the other, and the parallel problem of the alleged elimination of metaphysics. Unlike the logical empiricists, Popper believes that a clear separation between (i) analytic and synthetic sentences, and (ii) between theory and observation, is an impossible task. According to his view, theory and observation are intimately linked to each other, and no pure observation is ever possible. A position very similar to Popper's was endorsed by the American pragmatists in the last two centuries with Charles S. Peirce, William James and John Dewey. There also are important similarities between what Popper says and William James' theses. It is clear that if we recognize that the theoretical dimension precedes observation, and if we claim furthermore that scientific theories have a creative character, then we may explain the "jumps" that often take place in the history of science. Later on Feyerabend and his followers have turned philosophy of science into something mysterious and not easily classifiable in philosophical or scientific terms. The anything goes undermines the meaning itself of the discipline. If science is equated to any other dimension of spirit - art, religion, or even witchcraft - the specific and cognitive character of scientific rationality is eliminated. It follows that philosophy of science loses any meaningful role within the field of human knowledge, while even philosophy as such becomes more similar to a joke than to a serious endeavor. [ABSTRACT FROM AUTHOR]

This paper argues that narrative knowledge (or ‘storyknowing’) is marginalized within the English school system, because it is misunderstood and often not recognized as knowledge. We track the changing status of storytelling through some key moments in recent educational history, particularly focusing on its gradual erosion during the progressive era, the onset of the National Curriculum (despite the impact of the National Oracy Project), and the post-2000 period with its conflicting drives towards compliance and creativity. To understand the consequences of this marginalization, we build up a picture of the value of narrative knowledge, drawing firstly on the body of theorists who have investigated narrative. We then look to our long-term practice research with three groups of ‘low-ability’ 11–14-year-old pupils, in particular their own observations on storytelling made during a focus group. Both sources lead us to challenge the currently dominant perception that pupils listening to a whole narrative are in a passive role. Indeed, we provide evidence that reasserting the value of storyknowing may restore aspects of agency, autonomy and knowledge creation to both teachers and pupils which may not be afforded by overtly ‘active’ learning strategies. We conclude by considering the conditions in which storyknowing, as characterized by the pupils and theorists, might flourish within schools. [ABSTRACT FROM AUTHOR]

What is ‘communication’ in communication scholarly journals? This question arises from a practical issue: when one chooses to write about ‘communication’ and submit it to review, what guidelines are provided by the journals? What articles might be placed under this label? This paper examines the editorials, presentation and ‘focus and scope’ section of 53 Brazilian communication journals in order to outline their definition of ‘communication’. Main findings suggest that communication is presented (1) as an interface area, sometimes nearly overlapping the whole of the Humanities; (2) as a field defined by media studies, its production, messages and reception; (3) as a troublesome concept without defined boundaries. These findings are framed on a communication epistemology perspective. [ABSTRACT FROM AUTHOR]

Copyright of Sociologija: Mintis ir Veiksmas is the property of Vilnius University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The concept of "deep mapping", as an approach to place, has been deployed as both a descriptor of a specific suite of creative works and as a set of aesthetic practices. While its definition has been amorphous and adaptive, a number of distinct, yet related, manifestations identify as, or have been identified by, the term. In recent times, it has garnered attention beyond literary discourse, particularly within the "spatial" turn of representation in the humanities and as a result of expanded platforms of data presentation. This paper takes a brief look at the practice of "deep mapping", considering it as a consciously performative act and tracing a number of its various manifestations. It explores how deep mapping is a reflection of epistemological trends in ontological practices of connectivity and the "flattening" of knowledge systems. In particular those put forward by post structural and cultural theorists, such as Bruno Latour, Gilles Deleuze, and Felix Guattari, as well as by theorists who associate with speculative realism. The concept of deep mapping as an aesthetic, methodological, and ideological tool, enables an approach to place that democratizes knowledge by crossing temporal, spatial, and disciplinary boundaries. [ABSTRACT FROM AUTHOR]

This article strategically resituates scholarly engagement with archival documents within the media ecology and the epistemic culture that sustains literary and cultural studies, noting affinities between historical and contemporary configurations as well as between theoretical and medial-material dimensions of archives. Based on current debates on the growing relevance of archival documents in American Studies and adjacent fields, it stakes out a framework that leans on recent work in a small branch of contemporary literary theory focused on historical epistemology, especially with regard to the notion of 'epistemic objects'. Engaging these theoretical concerns, the article discusses concrete archival collections and documents, including letters by the novelist Willa Cather and items from a capacious archive documenting the emergence and evolution of Andrew Carnegie's public library philanthropy. I outline several ways in which the shape and the aesthetics of such archives embody the information economies and epistemic situations of the past – in this case, the formative period around 1900. Finally, the article addresses the digital document overload that confronts the contemporary researcher and comments on the emerging archival knowledge culture of today's humanities. [ABSTRACT FROM AUTHOR]

The original reason for modern semiotic movement had been to make a general attempt to systematically increase the semantic clarification of the discourses of the traditional humanities through getting rid of the domination of philosophical-dogmatic stereotypes and by dint of intensifying interdisciplinary-directed theoretical practice. The emerging single-disciplinary tendency of the current semiotic scholarship caused by professional competitions and determinism of marketing has pressed semiotics to develop along professional-utilitarian and methodological-pragmatic directions. The result of these tendencies promotes its further disconnection from the original aim of contemporary semiotic movement directed to the scientific and rational progress of the theoretical humanities. Accordingly, this institutionalization of the single-disciplinary-directed semiotics could substantially weaken the scientific orientation and creative potential of semiotic-theoretical practice. This paper presents a double conception of institutional semiotics to deal with the subject. [ABSTRACT FROM AUTHOR]

In the last thirty years, the concept of legibility has become a topos in the humanities, referring to the act of reading freed from its usual connection with the written text, and concerning also images, traces, and constellations. No one so deeply understood this non-literal' reading as Walter Benjamin, whose oeuvre is crossed by the topic of the compénétration and coappartenance of image and text. In his epistemology, mental and material images are intended as things that must be read. This paper offers an interpretation of his concept of legibility through its comparison with the one given by Aby Warburg in his Mnemosyne-Atlas. Both authors wanted to analyze the relationship between image and word to study the language of emotions and gestures. Through the comparison of the two methods emerges a privileged viewpoint to understand legibility as a fundamental epistemological paradigm of Kulturwissenschaft around 1900. [ABSTRACT FROM AUTHOR]

Context: By proposing to regard objects as "tokens for eigenbehavior," von Foerster's seminal paper opposes the intuitive subject-object dualism of traditional philosophy, which considers objects to be instances of an external world. Problem: We argue that this proposal has two implications, one for epistemology and one for the demarcation between the natural sciences and the humanities. Method: Our arguments are based on insights gained in computational models and from reviewing the contributions to this special issue. Results: Epistemologically, von Foerster's proposal suggests that what is called "reality" could be seen as an ensemble of eigenforms generated by the eigenbehavior that arises in the interaction of multiple dynamics. Regarding science, the contributions to this special issue demonstrate that the concept of eigenbehavior can be applied to a variety of disciplines from the formal and natural sciences to the humanities. Its universal applicability provides a strong argument for transdisciplinarity, and its emphasis on the observer points in the direction of an observer-inclusive science. Implications: Thinking in eigenbehavior may not only have implications for tearing down the barriers between sciences and humanities (although a common methodology based on von Foerster's transdisciplinary approach is still to crystalize), a better understanding of eigenbehaviors may also have profound effects on our understanding of ourselves. This also opens the way to innovative behavior design/modification technologies. [ABSTRACT FROM AUTHOR]

The intellectual and political project of the journal Amauta entailed questioning the Eurocentric perspective of knowledge in the sciences and the humanities prevailing during the 1920s due to the hegemony of thought of the "generation of 1900". Amauta sought to express the new spirit that arose in the "new generation" of intellectuals and artists who had a common task: "their willingness to create a new Peru within the new world". This aim involved a new way of posing and knowing the Peruvian problems whose central axis was an analytical perspective that articulated the logos and the myth that constituted antagonist paradigms for Eurocentrism. This paper explores some of the epistemological orientations of Amauta that point out -in a still embryonic, but significant and consistent way- towards the perspective of the decolonization of knowledge. [ABSTRACT FROM AUTHOR]

In this paper, we analyzed some issues about the notion of utility of the humanities. Is the thinking not attached to an immediate utilitarianism synonym of inutility? To answer this question, we present some historical aspects that found the automatic link between utility and sciences and the devaluation of the subjects that do not produce an immediate product. This is not a manifest against the hard sciences or a panegyric to humanities. These are just some reflections that reshape the issue of the humanity studies as an integrant part of the contemporary knowledge. [ABSTRACT FROM AUTHOR]

Copyright of Aufklärung: Revista de Filosofia is the property of Aufklarung: Revista de Filosofia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Since the 2000s, China has been fast establishing English-language academic journals to further internationalize research. This article delineates a national scenario of such journals in the humanities and social sciences (HSS) and explores their efforts and predicaments in bringing China's HSS research to the world. Based on first-hand data collected empirically through interviews and documents, it shows that HSS English-language journals in China attempt to challenge yet are conditioned at the same time by the imbalanced international knowledge structure. While still at a preliminary stage of development in terms of quantity and quality, the journals have already been confronted with major challenges including English language hurdles, unfavorable position in research evaluation systems, unfamiliarity with standards of international academic writing and publishing, and tensions between international ambition and local commitment. This article argues that HSS journals in non-Western societies including China need to strike a balance between their contemporary bid for international visibility and long-term contribution to multiple perspectives in global HSS research. [ABSTRACT FROM AUTHOR]

This special issue of Review of Communication presents new offerings of the study of communication, forging present and future humanities. This Introduction engages the six essays in this special issue—which extend and intersect across categories of the humanistic study of communication: communication philosophy and ethics, rhetorical theory, history, pedagogy, criticism, and digital humanities—to explore their contributions in defense of the humanities. Taken together, these essays explore the study of communication as (1) a resource for inquiring and exchanging with concepts, practices, and embodiments of difference, the other, and the posthuman; (2) a means of examining the ontological, epistemological, technological, existential, performative, and ethical implications of our communicative being, our being constituted by symbolic action and mediated exchange in ever-present yet always variant material and affective environments, spaces, and places; (3) a discipline emerging from rhetoric, one of the original liberal arts, yet developing in transdisciplinary ways, transforming the binary of humanities and sciences; (4) a tool for decolonizing knowledge(s); (5) a tool for exploring, critiquing, engaging, and creating with the new media of our digital lives together; (6) a long-standing yet ever inventive method and mode for public humanities; and (7) a praxis of resistance. These essays bring to light what studying communication offers the humanities: a plural, public, reflexive, and ever inventive enterprise for examining being human together on this planet. [ABSTRACT FROM AUTHOR]

The article began life as, and retains the character of, spoken argument for not allowing the neurosciences to shape the agenda of the history of the human sciences. This argument is then used to suggest purposes and content for the journal, History of the Human Sciences. The style is rhetorical, even polemical, but open-ended. I challenge two clichés about the neurosciences, that they intellectually challenge other areas of knowledge, and that they are reconfiguring the human with the notion of 'brainhood'. The suggestion is that the real challenges lie elsewhere; specifically with understanding the relations of different forms of knowledge and making it conceivable by political action, or simply mode of life, to implement one way of being human rather than another. The conclusion re-asserts the value of the heading, 'history of the human sciences', and of the value of the journal with this name, as a forum in which to reflect on the identity and relations of forms of knowledge about 'the human' in all their variety. [ABSTRACT FROM AUTHOR]

This article proposes a posthumanist reading of knowledge in Zhuangzi and Jacques Lacan from four interconnected aspects. First, knowledge is inseparable from practice, as is exemplified in Lacan's original rewriting of Zhuangzi's 'agreement between name and actuality' as the dialectic relationship between Other and other. Then, knowledge leads us to explore the mysterious knowledge behind the surface, which resists linguistic expression and defies human agency. Furthermore, the importance of the mysterious knowledge compels us to figure out the accesses to reach this unknown territory. Finally, the availability of the opaque knowledge, in a circular form, returns to the beginning question albeit on a more advanced level: the methods of putting the unknown knowledge into practice. Apart from these four logical aspects, the new perspective of posthumanism enables us to go beyond anthropocentric understanding of knowledge and bracket it within a broad framework of cross-species becoming. [ABSTRACT FROM AUTHOR]

This article investigates epistemological aspects of scientists' reuse of empirical data over decades and centuries. Giving examples, I discuss three respects in which empirical data are historical entities and the implications for the notion of data reuse. First, any data reuse necessitates metadata, which specify the data's circumstances of origin. Second, interpretation of historical data often requires the tools of humanities disciplines, which produce a further historicization of data. Finally, some qualitative social scientists hold that data are personal to the researcher who coconstructs them in the research process and are therefore skeptical about the prospects of reusing data. [ABSTRACT FROM AUTHOR]

On the one hand, ‘interdisciplinarity’ in all its formats, ranging from multi- to transdisciplinarity, has become the focal point of research agendas and a high priority of many funding bodies, while, on the other hand, universities by and large still remain discipline-oriented. This ‘tension’ is especially manifest between ‘science’ and ‘culture’ in the sense of bridging gaps between disciplines and research domains. The main roles of the Humanities and Social Sciences can be said to be the development of critical and independent thought, the identification and dissemination of important social and cultural values, as well as challenging widely held assumptions and beliefs. This article focuses on new ‘interpretations’ of knowledge seen as the fundamental link, which can, within university programmes, raise the awareness of the importance of the Humanities and Social Sciences on one hand, but, more importantly, also put into a much wider context the different ‘knowledges’ necessary for the contemporary understanding of how ‘science’ should be geared towards the individual, society, as well as the global community at large.* [ABSTRACT FROM AUTHOR]

Embodiment is a fact of human existence which philosophers should not ignore. They may differ to a great extent in what they have to say about our bodies, but they have to take into account that for each of us our body has a special status, it is not merely one amongst the physical objects, but a physical object to which we have a unique relation. While Descartes approached the issue of embodiment through consideration of sensation and imagination, it is more directly reached by consideration of action and agency: whenever we act upon the world, we act by moving our bodies. So if we can understand what an immaterialist such as Berkeley thinks about agency, we will have gone a fair way to understanding what he thinks about embodiment. §1 discusses a recent flurry of articles on the subject of Berkeley's account of action. I choose to present Berkeley as a causal-volitional theorist (realist) not because I think it is the uniquely correct interpretation of the texts, but because I find it more philosophically interesting as a version of immaterialism. In particular, it raises the possibility of a substantive account of human embodiment which is completely unavailable to the occasionalist. §2 articulates an apparent philosophical problem for Berkeley qua causal-volitional theorist and show that Locke was aware of a related problem and had a solution of which Berkeley would have known. §3 distinguishes two interpretations of Berkeley's famous denial of blind agency - as the assertion of a weak representational condition or a strong epistemic one - and provide evidence that there was a well-established debate about blind powers in the seventeenth century which took the metaphor of blindness as indicating an epistemic rather than merely representational failing. What remains to do in §4 is to consider whether Berkeley, with his own peculiar commitments, could in fact accept this account of agency. [ABSTRACT FROM AUTHOR]

Issue Information No abstract is available for this article. [ABSTRACT FROM AUTHOR]

This article focuses on epistemic challenges related to the democratisation of scientific knowledge production, and to the limitations of current social accounts of objectivity. A process of 'democratisation' can be observed in many scientific and academic fields today. Collaboration with extra-academic agents and the use of extra-academic expertise and knowledge has become common, and researchers are interested in promoting socially inclusive research practices. As this development is particularly prevalent in policy-relevant research, it is important that the new, more democratic forms of research be objective. In social accounts of objectivity only epistemic communities are taken to be able to produce objective knowledge, or the entity whose objectivity is to be assessed is precisely such a community. As I argue, these accounts do not allow for situations where it is not easy to identify the relevant epistemic community. Democratisation of scientific knowledge production can lead to such situations. As an example, I discuss attempts to link indigenous oral traditions to floods and tsunamis that happened hundreds or even thousands of years ago. [ABSTRACT FROM AUTHOR]

This essay offers a working analysis of the trait of intellectual perseverance. It argues that intellectual perseverance is a disposition to overcome obstacles, so as to continue to perform intellectual actions, in pursuit of one's intellectual goals. The trait of intellectual perseverance is not always an intellectual virtue. This essay provides a pluralist analysis of what makes it an intellectual virtue, when it is one. Along the way, it argues that the virtue of intellectual perseverance can be contrasted with both a vice of deficiency (capitulation) and a vice of excess (recalcitrance). It also suggests that the virtues of intellectual courage and intellectual self-control are types of intellectual perseverance. The essay ends with several open questions about the virtue of intellectual perseverance. My hope is that this essay will stimulate further interest in and analysis of, this important intellectual trait. [ABSTRACT FROM AUTHOR]

This article announces the discovery of Dawid Hopensztand's archive - a discovery that is immensely important for the humanities in Poland. It allows Ulicka to reconstruct, correct and complete his intellectual and personal biography, tackling such problems as, first, the intellectual status and value of archival research in the context of the epistemological transformations of the humanities in the second half of the twentieth century, and second, the controversies around the intellectual formation associated with the left movement, esp. Communism. Ulicka argues for the value of documentary research even while remaining conscious of its shortcomings. Although the information it provides is fragmentary, such research can significantly alter the intellectual landscape. It is also necessary, Ulicka argues, to revisit ideologically predetermined opinions about the relationship of these intellectual formations with Marxism and Communism - revisions that are already well advanced in the European humanities with their focus on Formalism, Bakhtin, structuralism and semiotics. [ABSTRACT FROM AUTHOR]

Context Although their inclusion in medical curricula internationally is increasing, the medical humanities still face challenges to their role and place in the curriculum. Justifications supporting the inclusion of humanities content, methods and perspectives in medical curricula have generally been proposed along instrumental, intrinsic and critical lines. However, recent literature in the field has turned to 'ways of knowing' as representing an alternative, essentially epistemological, perspective on the matter. This involves the claim that the medical humanities align with and promote characteristic ways of understanding and practising medicine, which are not adequately represented in traditional disciplinary frameworks. Discussion Such epistemological arguments aim to move beyond generic claims of medicine as both an 'art' and a 'science' to explore the way in which the humanities support the ultimate objectives of a medical education, particularly in relation to claims about requisite knowledge and typical reasoning. Not only can this help focus attempts to identify and document relevant learning or clinical outcomes, but it can potentially uncover evidence from education outcomes research which may not have been the focus of previous inquiry in the medical humanities and which may in fact be associated, at least in part, with curricular activities formally associated with humanities disciplines. Conclusions An epistemological view of the humanities in medical education offers a significant new way of conceptualising and communicating the potential role of the humanities in medical training. If clinical practice can be characterised as rational but interpretive, partly predictable yet fundamentally uncertain, and logical but also intuitive, it follows that educational training should facilitate such ways of knowing and thinking. An epistemological perspective enables the argument that the medical humanities are valuable not because they are more 'humane', but because they help constitute what it means to think like a doctor. [ABSTRACT FROM AUTHOR]

Copyright of Persona y Bioética is the property of Universidad de la Sabana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Persona y Bioética is the property of Universidad de la Sabana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Šolsko Polje is the property of Solsko Polje and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this article we discuss1 the past, present, and future of the cultural activity approach as a methodology for integrating the humanities and natural sciences as well as psychotechnical and theoretical knowledge. It is suggested that the meaning of historical crisis of cultural activity-psychology consists in reflecting on the future prospects of its development, bridging the gap between classic and contemporary approaches. We demonstrate the socially constructed role of cultural activity methodology. [ABSTRACT FROM AUTHOR]

The article offers a cover, a list of the editorial committee and a table of contents for the December 2021 issue of "History & Theory."