Robison Kira L
History Department, University of Tennessee, Chattanooga; E-mail:
J Hist Med Allied Sci. 2020 Apr 1;75(2):135-150. doi: 10.1093/jhmas/jraa012.
The anatomical textbook in the late Middle Ages was one part of a greater pedagogical process that involved students' seeing, hearing, reading, and eventually knowing information about the human body. By examining the role of the anatomical textbook and accompanying bodily images in anatomical learning, this article illuminates the complexity and self-consciousness of anatomical education in the medieval university, as professors focused on ways to enhance student memory of the material. Traditionally, the history of anatomy has been heavily influenced by the anatomical Renaissance of the late-sixteenth century, highlighting a focus on innovative medical knowledge and the scientific method. However, if we engage a pedagogical lens when looking at these medieval authors, it becomes quickly obvious that the whole point of university medicine was not to explore unknown boundaries and discover new ideas of medicine, but rather to communicate the current and established body of knowledge to those not familiar with it.
中世纪晚期的解剖学教科书是一个更广泛教学过程的一部分，该过程涉及学生对人体信息的观察、聆听、阅读，并最终掌握这些信息。通过研究解剖学教科书及附带的人体图像在解剖学学习中的作用，本文揭示了中世纪大学解剖学教育的复杂性和自觉性，因为教授们专注于提高学生对材料的记忆方法。传统上，解剖学历史深受16世纪晚期解剖学文艺复兴的影响，强调对创新医学知识和科学方法的关注。然而，如果我们从教学的角度审视这些中世纪的作者，很快就会发现，大学医学的重点并非探索未知领域和发现新的医学理念，而是将现有的既定知识体系传授给不熟悉它的人。
