诗意的波长--走进有意义的精神病诗学

IF 1.2 0 HUMANITIES, MULTIDISCIPLINARY
Mark Pearson
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引用次数: 0

摘要

尽管新出现的证据支持创意写作和诗歌对各种心理健康问题的治疗潜力,但人们对诗歌对精神病患者的治疗潜力仍然知之甚少。本文认为,通过将精神病视为有意义的诗学,这种认识论上的转变有可能促进好奇心的探究,并增加有意义对话的机会。本文以之前建立的精神病波长概念为基础,介绍并探讨了 "诗意波长 "的概念,该概念认为其他人需要 "调整 "自己,以适应精神病所传达的信息。诗歌波长 "的概念表明,诗歌的阅读和写作可以帮助精神病患者和治疗人员 "调整 "这一过程。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Poetic Wavelength—Tuning into the Meaningful Poetics of Psychosis

Despite the emerging evidence base to support the therapeutic potential of creative writing and poetry for a variety of mental health problems, the therapeutic potential of poetry for people who have experienced psychosis remains poorly understood. The paper argues that by considering psychosis as meaningful poetics, this epistemological shift has the potential to foster curious inquiry and increase opportunities for meaningful dialogue. The paper introduces and explores the concept of the ‘poetic wavelength’, building on the previously established notion of the psychotic wavelength, which proposes that others need to ‘tune in’ to what is being communicated through psychosis. The concept of the poetic wavelength suggests that the reading and writing of poetry may support this process of ‘tuning in’ both for those experiencing psychosis and those working therapeutically with them.

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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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