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Record identifier : 569273
Personal Name - Primary Intelectual Responsibility : Fountain, Thomas Kenneth
Title and statement of responsibility : "A matter of perception": Rhetoric, embodiment, and the visual practices of anatomy laboratory education [Thesis]
Publication, Distribution,Etc. : University of Minnesota, 2008
Language of the Item : eng
Dissertation of thesis details and type of degree : Ph.D
Body granting the degree : , University of Minnesota
Summary or Abstract : This dissertation is an ethnography and rhetorical study of the visual and embodied practices that constitute anatomy education, particularly investigating how contemporary laboratory anatomy incorporates and is facilitated through visual representations of the body. Through fieldnotes, interviews, and the textual analysis of material from two large-enrollment courses (one for undergraduates and the other for medical and dental students), T. Kenny Fountain explores how the body (both the cadaveric and living body) is represented, how these representations inscribe the body as both a human subject and a scientific object, and how one uses these representations to teach and learn anatomy.Drawing from the work of Michel Foucault, Pierre Bourdieu, Maurice Merleau-Ponty, and James Gibson, Fountain explains how anatomical knowledge operates as a discourse system that is materialized in and on the body, made flesh by way of embodied practices of viewing and touching that render human remains as specimen data. These practices of dissection, demonstration, and observation involve the formation of what Bourdieu terms habitus (or dispositional tendencies that structure one's thoughts, perceptions, and bodily practices) and constitute the body as a perceptual lens for interpreting the texts of the lab. These visual texts--ranging from drawings, atlas illustrations, radiographs, microscopy, and actual cadavers--make possible an anatomical vision that mutually articulates knowledge and bodies, encouraging participates to read the physical human body as an instantiation of anatomical discourse. Students, TAs, and instructors make use of these texts, and what Gibson terms their "affordances," in a dialectical process of hypothetic-confirmation, of self assessment and persuasion, in which participants conflate the physical body with the anatomical body. Anatomical education, then, operates as a form of socialization that makes possible a coherent yet non-totalizing visual and bodily orientation, one that puts the science and the personhood of the body in constant and productive tension..
Topical Name Used as Subject : Morphology
: Health education
: Rhetoric
Information of biblio record : TL
 
 
 
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