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  1. (1 other version)Clinical evidence and the absent body in medical phenomenology: On the need for a new phenomenology of medicine.Maya J. Goldenberg - 2010 - International Journal of Feminist Approaches to Bioethics 3 (1):43-71.
    The once animated efforts in medical phenomenology to integrate the art and science of medicine (or to humanize scientific medicine) have fallen out of philosophical fashion. Yet the current competing medical discourses of evidencebased medicine and patient-centered care suggest that this theoretical endeavor requires renewed attention. In this paper, I attempt to enliven the debate by discussing theoretical weaknesses in the way the “lived body” has operated in the medical phenomenology literature—the problem of the absent body—and highlight how evidence-based medicine (...)
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  • Living and Learning as Responsive Authoring: Reflections on the Feminist Critiques of Merleau-Ponty’s Anonymous Body.Ruyu Hung - 2010 - Indo-Pacific Journal of Phenomenology 10 (1):1-8.
    Merleau-Ponty’s idea of lived body has played a significant role in understanding selfconstruction and has raised issues about the relationships between the private sense and the public world. Merleau-Ponty argues that the lived body and the world are constructed reciprocally. This notion is acknowledged to be a rich source for feminist thought. Yet there is as much criticism as support of Merleau-Ponty’s philosophy from feminists such as Grosz (1994, 1995), Sullivan (1997, 2000, 2001, 2002) and Young (1989). Shannon Sullivan vigorously (...)
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  • Educating For and Through Nature: A Merleau-Pontian Approach.Ruyu Hung - 2007 - Studies in Philosophy and Education 27 (5):355-367.
    This paper aims to explore the relationship between humans and nature and the implied intimacy, so-call ‘ecophilia,’ in light of the French philosopher Maurice Merleau-Ponty. It is revealed from the Merleau-Pontian view of body and nature that there may be a more harmonious relationship between humankind and nature than the commonly assumed, and an alternative understanding of education may thus arise. Following an introduction, this paper falls into three parts: an exploration of the meaning of nature, the corporeality of the (...)
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