ASE: Where anatomy and spirituality intersect

Anatomy is more than just the study of the body; it is the foundation of life itself. For millennia, humans and our evolutionary ancestors have sought answers to explain the natural phenomena we observe daily. This quest for understanding is a fundamental part of the human experience. Throughout history, people worldwide have searched for answers in religion and spirituality. This exploration is the focus of this month's special issue of the journal, The Intersection of Anatomy & Spirituality, guest edited by Dr. Joy Balta of Point Loma Nazarene University.

Our field of anatomical sciences has a rich history intertwined with religious thought and practice.^1-3 However, this special issue does not focus on that history. Instead, Joy has brought together authors who share different perspectives on how religion and spirituality inform the practice of anatomy education. The papers are deeply personal. When I read them, I feel a strong connection to my anatomy colleagues from diverse backgrounds. The cultural and ethical questions they grapple with resonate with me, and I hope they will resonate with you too, Moreover, they connect to additional perspectives that center inclusion in the anatomical sciences published in the pages of our sibling journal The Anatomical Record.^4-9 The papers in this issue have also prompted me to reflect on the intersection of anatomy and spirituality in my own life.

I was raised in a traditional conservative Ashkenazic Jewish home within a vibrant, multicultural Jewish community in the suburbs of Kansas City. My family and I were surrounded by extended “family” from Jewish communities around the globe: South Africa, the Middle East and North Africa, Europe, Central and South America, and more. This diverse environment enriched my upbringing, exposing me to a wide array of cultural practices and perspectives within Judaism. For 13 years, from kindergarten through high school, I attended a Jewish community day school. This school provided a dual curriculum where half the day was devoted to secular studies, including subjects like math, science, and literature, while the other half focused on religious studies. These religious courses were often taught in Hebrew and drew from traditional Hebrew and Aramaic texts such as the Torah and Talmud.

The education I received was deeply rooted in Jewish values and ethics, emphasizing principles like justice, compassion, and the importance of community. This foundation has profoundly influenced every aspect of my life, including my professional approach to anatomy education. The rigorous academic environment, combined with a strong emphasis on religious and ethical teachings, instilled in me a sense of responsibility and respect for the human body. This perspective has been invaluable in my career, guiding my interactions with students and colleagues and shaping the way I conduct research and teach anatomy. I'm grateful to my parents and teachers for providing me with such a comprehensive education, which has allowed me to develop a strong Jewish identity and a nuanced understanding of the intersection between my faith and my profession.

I've written previously about standing in front of a dissection table at Auschwitz in 1994, and the profound impact it had on me.¹⁰ This experience was not just a moment of historical reflection but a deeply personal encounter with the intersection of anatomy and spirituality. Standing in that room, I was acutely aware of the tragic history and the countless lives lost. It was a stark reminder of the ethical responsibilities we bear as educators and practitioners in the field of anatomy. The dissection table at Auschwitz is a symbol of the atrocities committed during the Holocaust, where the sanctity of the human body was grossly violated. This moment underscored the importance of approaching our work with the utmost respect and reverence for the individuals whose bodies are used in science.

This experience was a formative time in my life where the intersection between anatomy and spirituality was clear. It prompted me years later to delve deeper into the ethical considerations surrounding anatomy education, particularly in the context of historical events. There is a wealth of recent literature about medical education and research in Nazi Germany, which explores the complex and often troubling history of anatomical sciences during that period.^11-14 Additionally, appropriate Rabbinic guidelines for handling the remains of Jewish Holocaust victims have been established in the Vienna Protocol.¹⁵ This protocol provides a framework for the respectful and ethical treatment of these remains, ensuring that they are handled in accordance with Jewish law and tradition. Engaging with this literature has been uncomfortable and also comfortable (or perhaps familiar is a better word) at the same time, and I'm grateful for our colleagues who have conducted such important historical work to shed light on these atrocities and recommend an ethical path forward.

At the intersection of anatomy and Jewish ethics, the principle of Pikuach Nefesh (saving a life) stands out prominently. According to Sanhedrin 37a:13 of the Talmud, saving the life of a single person is akin to saving an entire world. The Talmud is the central text of Rabbinic Judaism and it serves as the primary source of religious law and interpretation of the Torah. Various tracts within the Talmud emphasize the sanctity of the human body, generally suggesting that human dissection and autopsies are prohibited. However, exceptions rooted in Pikuach Nefesh permit organ donation and, in some cases, whole-body donation if it directly saves a life. Otherwise, whole-body donation is typically prohibited in more orthodox and conservative Jewish traditions.

These teachings were part of my education, but I never anticipated how deeply they would influence my professional journey. The respect for the sanctity of the human body and the ethical treatment of the bodies and tissues we are priviliged to use in our teaching have become central to my work in the dissection room at Indiana University. This perspective also guides the research we produce and publish in Anatomical Sciences Education, where we strive to maintain the highest ethical standards. The intersection of my Jewish education and my role as an anatomical sciences educator shapes my approach to teaching and research, just as others' backgrounds and histories guide their approaches. This special issue showcases the diverse perspectives of our colleagues worldwide, and I believe that understanding these varied identities will help us all grow as educators. I invite you to engage with this month's special issue and join the conversation.