从身体衰老的角度解读简-奥斯汀的《劝导》的心理神经免疫学原理

IF 1.2 0 HUMANITIES, MULTIDISCIPLINARY
Rocío Riestra-Camacho, Miguel Ángel Jordán Enamorado
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引用次数: 0

摘要

简-奥斯汀在其作品中通常避免讨论外貌问题。劝导》是个例外,故事的重点是主人公安妮-埃利奥特似乎因爱情失意而过早衰老。关于安妮 "容颜不再 "的论述很多,但从来没有人从心理神经免疫学的角度进行过研究,而心理神经免疫学正是研究心理过程与神经系统和免疫系统之间相互关系的领域。在本文中,我们采用心理神经免疫学的视角,论证奥斯汀在心理困扰(特别是相思病)与早期衰老征兆的发展之间建立了联系,反之亦然,因为爱情的恢复与幸福和身体的光彩有关。从性别的角度,我们讨论了奥斯汀如何通过安妮的故事鲜明地反映了这些相互关系,而最新的心理神经免疫学研究实际上已经表明,由于心理动荡,女性比男性更早衰老。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
A Psychoneuroimmunological Reading of Jane Austen’s Persuasion in the Context of Bodily Aging

Jane Austen normally avoids discussing appearance throughout her works. Persuasion constitutes the exception to the rule, as the story focuses on the premature aging experienced by her protagonist, Anne Elliot, seemingly due to disappointed love. Much has been written about Anne’s “loss of bloom,” but never from the perspective of psychoneuroimmunology, the field that researches the interrelation between psychological processes and the nervous and immune systems. In this paper, we adopt a perspective of psychoneuroimmunology to argue that Austen established a connection between psychological distress, specifically lovesickness, and the development of early senescence signs, and vice versa, since the recovery of love is associated with happiness and physical glow. From a gender perspective, we discuss how Austen brightly reflected these interrelationships through the story of Anne, when the latest psychoneuroimmunological research has actually shown that women age earlier than men as a consequence of psychological turmoil.

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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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