ABSTRACT

In medicine, concern about preserving the humanity, empathy, and moral reasoning of prospective doctors during their medical education has spawned the field of medical humanities. Building on the logic of the medical humanities, I propose an educational humanities to support the relational, emotional, and ethical bases of teaching practice. After a brief review of other attempts to bring the humanities into the preparation of educational professionals, I illustrate two main ways that such a field could contribute to teacher education, using poems as examples. Drawing on the way in which the medical humanities expand dominant discourses about medicine, I show how poems can highlight alternative narratives about students’ experiences, particularly through the use of metaphor. Those alternatives may offer better foundations for fruitful and satisfying relationships between teachers and students. Second, I illustrate the use of poems as emotive case examples of ethical dilemmas of practice. I show how discussion of such poems offers a substantive, theoretically grounded approach to the teaching of values, rooted in recognition of the complexity of ethical decision-making in practice.

摘要

在医学领域，对未来医生在医学教育期间保持人性、同理心和道德推理的关注催生了医学人文领域。基于医学人文科学的逻辑，我提出了一种教育人文科学，以支持教学实践的关系、情感和伦理基础。在简要回顾了将人文学科纳入教育专业人才培养的其他尝试之后，我以诗歌为例说明了该领域可以为教师教育做出贡献的两种主要方式。借鉴医学人文学科扩展有关医学的主导话语的方式，我展示了诗歌如何突出关于学生经历的替代叙事，特别是通过使用隐喻。这些替代方案可能为师生之间富有成效和令人满意的关系提供更好的基础。其次，我说明了诗歌作为实践伦理困境的情感案例的使用。我展示了对此类诗歌的讨论如何为价值教学提供了一种实质性的、以理论为基础的方法，植根于对实践中伦理决策复杂性的认识。