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 12,436 document(s) hit in 31,850,051 MEDLINE articles (0.00 seconds)

In this article, Caroline Brown, a literature professor who focuses on American and African Diasporic writing, and Alexia Pollack, a biology professor with expertise in neuropharmacology, recount their experiences teaching across the disciplines in one another's respective classrooms, finding points of intersection and divergence, and creating classroom dialogues from the resultant encounters. Central to this process is permitting students to enter discipline-specific discourses from other disciplinary perspectives. In Caroline Brown's first year general education seminar, Examining Consciousness, a course constructed around the study of the representation of the brain through the reading of scientific writings, popular essays, personal narratives, fiction, and poetry, Alexia Pollack presented scientific lectures on neurotransmission, brain organization and structure, with an emphasis on how the brain is affected by drug addiction and organic disease. In Alexia Pollack's undergraduate and graduate courses, Neurobiology and Biology of Learning and Memory, Caroline Brown lectured on the intersection of artistry and science in American literature, tracing the depiction of learning and memory in Realistic, Modern, and Post-Modern novels, and how scientific developments influenced their representation. During these encounters the students were introduced to discipline-specific approaches, which were distinct from the perspectives of their respective classrooms. As a result, larger classroom discussions were created, allowing students to perceive intersecting dimensions of very different disciplines. This conceptual flexibility permitted students to "think outside the box" in order to develop a more complete appreciation of their particular discipline and to recognize its place in the world at large.
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PMID:Reconstructing the paradigm: teaching across the disciplines. 2349 54

Norman Geschwind was an outstanding American neurologist. He first majored in psychology and then medicine at Harvard University. After graduation, he received neurological training at Beth Israel Hospital, the National Hospital at Queen Square in London, and Boston City Hospital, under the guidance of Denny-Brown, Charles Symonds, and Fred Quadfasel. He later moved to the Boston Veterans Administration Hospital, and established the Boston University Aphasia Research Center with Edith Kaplan. This center played a cardinal role in aphasia research in the United States. In 1969, Geschwind became a Professor at Harvard Medical School. Disconnection syndromes, which made Geschwind's name famous worldwide in the field of neurology, are reviewed here in regard to pure alexia, conduction aphasia, pure word deafness, isolation of the speech area, and apraxia, with reference to the Wernicke-Geschwind model. Other contributions by Geschwind are also described, such as behavioral changes in temporal lobe epilepsy (Geschwind syndrome) and cerebral lateralization, including the Geschwind-Galaburda hypothesis.
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PMID:[Norman Geschwind: career and works]. 2540 67