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Imbibing the Text, Transforming the Body, Perceiving the Patient: Cultivating Embodied Knowledge for Tibetan Medical Diagnosis

机译：吸取文字，改造身体，感知患者：为藏医诊断培养丰富的知识

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摘要

Tibetan medical diagnostics provide a powerful lens for understanding embodied expertise among Tibetan physicians. This investigation probes the transmission and practice of Tibetan medical diagnosis as a gateway to understanding the epistemic grounds for Tibetan conceptions of illness and healing. Participatory research as a student at two major sites for Tibetan medical training, Men-Tsee-Khang in north India and at Sorig Loling in Amdo, focused on the role of embodied knowledge in diagnosis along two analytic dimensions, namely physician as embodied diagnostic instrument, and patient as embodying disease processes. Training of physicians as diagnostic instrument is elucidated using biocultural methods, Mauss's notion of habitus, and understandings of enacted cognition, memory, metaphor, and visualization from cognitive neuroscience. Disease processes embodied in the patient are tracked through a bioecocultural model of development and logics of biomarkers. Grounded theory from seventh century Buddhist logician Dharmakirti's approach to valid cognition---praman&dotbelow;a theory--acts as interlocutor with Western scholarship on these dimensions.;This work challenges common assumptions about "rote memorization" and pedagogical values in Western education. It suggests that memorization, recitation, metaphor, and learning through praxis generate a conceptual-perceptual dialectic that drives processes cultivating embodied knowledge transmission. For the Tibetan physician, "methods of becoming" are "methods of diagnosis" by developing the senses, training the mind, and sculpting the physician's skilled body as vessel and instrument for diagnosis and healing. Rigorous practice and associated self cultivation form the grounds for acquisition of expertise. This project documents a distinctive approach to medical education that simultaneously fosters rigorous medical knowledge and humanistic skills with distinctive diagnostic and therapeutic value.
机译：藏医诊断为理解藏医的内在专长提供了强有力的支持。这项调查探讨了藏医学诊断的传播和实践，以此作为了解藏医学疾病和康复概念的认识基础的途径。在两个主要接受藏医学培训的地点（印度北部的Men-Tsee-Khang和安多的Sorig Loling）作为学生的参与式研究，着重从两个分析维度着眼于体现知识在诊断中的作用，即医师作为体现诊断工具，和病人体现疾病过程。通过使用生物文化方法，Mauss的惯性概念以及对认知神经科学对已制定的认知，记忆，隐喻和可视化的理解，阐明了对医生作为诊断工具的培训。通过生物标志物的发展和逻辑的生物生态文化模型来追踪患者体内所包含的疾病过程。扎根于七世纪的佛教逻辑学家达摩基尔蒂（Dharmakirti）的有效认知方法-普拉曼理论-在这些方面与西方学者进行了对话。这项工作挑战了有关“死记硬背”和西方教育教学价值的常见假设。它表明背诵，背诵，隐喻和通过实践学习产生了概念-感知的辩证法，该辩证法驱动了培养具体知识传播的过程。对于藏医来说，“成为一种方法”就是通过发展感官，训练思想，雕刻医师熟练的身体作为诊断和治愈的器皿和工具的“诊断方法”。严格的实践和相关的自我修养构成了获得专业知识的基础。该项目记录了一种独特的医学教育方法，该方法同时培养了具有独特诊断和治疗价值的严格医学知识和人文技能。

著录项

  • 作者

    Tidwell, Tawni Lynn.;

  • 作者单位

    Emory University.;

  • 授予单位 Emory University.;
  • 学科 Forensic anthropology.;Epistemology.;Asian studies.
  • 学位 Ph.D.
  • 年度 2018
  • 页码 630 p.
  • 总页数 630
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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