Embodied, Transpersonal Agency: Singing at the Bedside.

IF 1.2 0 HUMANITIES, MULTIDISCIPLINARY

Journal of Medical Humanities Pub Date : 2025-05-09 DOI:10.1007/s10912-025-09947-4

Kim Hensley Owens

引用次数: 0

Abstract

This article relies upon a multi-year, IRB-approved ethnographic study of a chapter of Threshold Choir, a group that sings for patients on hospice, to forward an analysis of embodied, transpersonal agency. Combining tools of rhetorical analysis, autoethnography, and ethnography, including data from interviews, surveys, and field notes, I demonstrate that when singers offer palliative care by singing to/for hospice patients, the practice seems to affect both patients and singers emotionally as well as physically. The work of Threshold Choir offers a unique opportunity for an empathetic exchange that can decrease discomfort and allow an embodied, transpersonal agency to emerge for Threshold singers and those they sing for at bedside.

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具体化的、超个人的能动性：在床边唱歌。

这篇文章依赖于一个多年，irb批准的民族志研究门槛合唱团的一个章节，一个为临终关怀病人唱歌的团体，提出一个具体的，超个人代理的分析。结合修辞分析、自我民族志和民族志的工具，包括访谈、调查和实地记录的数据，我证明了当歌手通过唱歌给临终关怀病人/为临终关怀病人提供姑息治疗时，这种做法似乎对病人和歌手都产生了情感和身体上的影响。门槛合唱团的工作为移情交流提供了一个独特的机会，可以减少不适，并允许一种具体化的、超个人的代理出现在门槛歌手和他们在床边唱歌的人身上。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Medical Humanities HUMANITIES, MULTIDISCIPLINARY-

CiteScore

1.90

自引率

11.10%

发文量

期刊介绍： Journal of Medical Humanities publishes original papers that reflect its enlarged focus on interdisciplinary inquiry in medicine and medical education. Such inquiry can emerge in the following ways: (1) from the medical humanities, which includes literature, history, philosophy, and bioethics as well as those areas of the social and behavioral sciences that have strong humanistic traditions; (2) from cultural studies, a multidisciplinary activity involving the humanities; women''s, African-American, and other critical studies; media studies and popular culture; and sociology and anthropology, which can be used to examine medical institutions, practice and education with a special focus on relations of power; and (3) from pedagogical perspectives that elucidate what and how knowledge is made and valued in medicine, how that knowledge is expressed and transmitted, and the ideological basis of medical education.