Charise Andrea
Health Studies Program, Department of Anthropology, University of Toronto Scarborough, c/o Social Sciences Building (MW) Room 216, 1265 Military Trail, Toronto, Ontario, M1C 1A4, Canada.
J Med Humanit. 2017 Dec;38(4):431-444. doi: 10.1007/s10912-017-9445-5.
This essay presents a critical appraisal of the current state of baccalaureate Health Humanities, with a special focus on the contextual differences currently influencing the implementation of this field in Canada and, to a lesser extent, the United States and United Kingdom. I argue that the epistemological bedrock of Health Humanities goes beyond that generated by its written texts to include three external factors that are especially pertinent to undergraduate education: site (the setting of Health Humanities education), sector (the disciplinary eligibility for funding) and scope (the critical engagement with a program's local context alongside an emergent "core" of Health Humanities knowledge, learning, and practice). Drawing largely from the Canadian context, I discuss how these differences can inform or obstruct this field's development, and offer preliminary recommendations for encouraging the growth of baccalaureate Health Humanities-in Canada and elsewhere-in light of these factors.
本文对本科健康人文学科的现状进行了批判性评估，特别关注当前影响该领域在加拿大实施的背景差异，以及在较小程度上影响美国和英国实施的背景差异。我认为，健康人文学科的认识论基础不仅限于其书面文本所产生的内容，还包括与本科教育特别相关的三个外部因素：场所（健康人文学科教育的环境）、部门（获得资金的学科资格）和范围（与项目的当地背景进行批判性互动，以及健康人文学科知识、学习和实践的新兴“核心”）。本文主要借鉴加拿大的背景情况，讨论这些差异如何影响或阻碍该领域的发展，并根据这些因素，为鼓励加拿大及其他地区本科健康人文学科的发展提出初步建议。
