Vannatta Seth, Vannatta Jerry
Morgan State University, Baltimore, Maryland, USA.
J Med Philos. 2013 Feb;38(1):32-49. doi: 10.1093/jmp/jhs060. Epub 2013 Jan 5.
In this paper we (1) define and describe the practice of narrative medicine, (2) reveal the need for narrative medicine by exposing the presuppositions that give rise to its discounting, including a reductive empiricism and a strict dichotomy between scientific fact and narrative value, (3) show evidence of the effects of education in narrative competence in the medical clinic, and (4) present Peircean realism as the proper conceptual model for our argument that the medical school curriculum committees should give space to the employment of the scientific and literary knowledge in medical practice. On account of our argument, we contend that the medical community should tend to latitude and openness with regard to the tools we use to resolve medical problems. These tools include both biomedical and narrative knowledge.
在本文中，我们（1）定义并描述叙事医学的实践；（2）通过揭示导致其被忽视的预设（包括还原论的经验主义以及科学事实与叙事价值之间的严格二分法）来揭示对叙事医学的需求；（3）展示医学临床中叙事能力教育效果的证据；（4）提出皮尔士实在论作为我们论点的恰当概念模型，即医学院课程委员会应在医学实践中为科学知识和文学知识的运用留出空间。基于我们的论点，我们主张医学界在用于解决医学问题的工具方面应倾向于宽容和开放。这些工具包括生物医学知识和叙事知识。
