The Impact of Public Health and Medical Theory on the Societal Response to the 1889 Russian Flu.

IF 1.2 0 HUMANITIES, MULTIDISCIPLINARY
Chris Zajner
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引用次数: 0

Abstract

The 1889 Russian (also called 'Asiatic') Flu epidemic can be described as one of the first modern pandemics. The development of extensive railroad and shipping networks during and prior to this period facilitated the previously unprecedented movement of goods and people around the world. It additionally propagated the process of shrinking the barriers between the countryside and major metropolises. While the COVID-19 pandemic resulted in lockdown measures nearly worldwide and prompted widespread social, economic, and cultural disruptions, the Russian Flu was not accompanied by such drastic changes. In this article, it is argued that the blunted historical consciousness of this epidemic were a result of a combination of factors, including the nascent state of scientific research and understanding of infectious diseases, the circumscribed reach of media, implicit comparisons to other contemporary epidemics, temporal closeness to the Spanish Flu and suppression of memory, and most substantially the lack of an organized public health apparatus to act upon the epidemic. As a result, the 1889 Russian pandemic, though significant in terms of its mortality and economic impact, was quickly forgotten from the collective consciousness and has long been a hidden lesson from history.

公共卫生和医学理论对1889年俄国流感社会反应的影响。
1889年俄罗斯(也被称为“亚洲”)流感的流行可以被描述为最早的现代大流行之一。在此期间和之前,广泛的铁路和航运网络的发展促进了前所未有的货物和人员在世界各地的流动。它还推动了缩小农村与大城市之间壁垒的进程。虽然COVID-19大流行导致几乎全世界都采取了封锁措施,并引发了广泛的社会、经济和文化混乱,但俄罗斯流感并没有伴随着这种剧烈的变化。本文认为,这种流行病的历史意识减弱是多种因素共同作用的结果,包括科学研究和对传染病的理解处于萌芽状态,媒体的限制范围,与其他当代流行病的隐性比较,与西班牙流感的时间接近以及对记忆的抑制,最重要的是缺乏有组织的公共卫生机构来应对这种流行病。因此,1889年的俄罗斯大流行尽管在死亡率和经济影响方面意义重大,但很快就被集体意识所遗忘,长期以来一直是历史上隐藏的教训。
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来源期刊
Journal of Medical Humanities
Journal of Medical Humanities HUMANITIES, MULTIDISCIPLINARY-
CiteScore
1.90
自引率
11.10%
发文量
33
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.
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