Psychology as a Historical Science.

Psychology has traditionally seen itself as the science of universal human cognition, but it has only recently begun seriously grappling with cross-cultural variation. Here we argue that the roots of cross-cultural variation often lie in the past. Therefore, to understand not only how but also why psychology varies, we need to grapple with cross-temporal variation. The traces of past human cognition accessible through historical texts and artifacts can serve as a valuable, and almost completely unutilized, source of psychological data. These data from dead minds open up an untapped and highly diverse subject pool. We review examples of research that may be classified as historical psychology, introduce sources of historical data and methods for analyzing them, explain the critical role of theory, and discuss how psychologists can add historical depth and nuance to their work. Psychology needs to become a historical science if it wants to be a genuinely universal science of human cognition and behavior.

Social Psychological Theory as History: Outlining the Critical-Historical Approach to Theory.

The mainstream epistemology of social psychology is markedly ahistorical, prioritizing the quantification of processes assumed to be lawful and generalizable. Social psychologists often consider theory to be either a practical tool for summarizing what is known about a problem area and making predictions or a torch that illuminates the counterintuitive causal force underlying a variety of disparate phenomena. I propose a third vision of critical-historical theory. From this perspective, theories should be committed to deep interdisciplinarity and historical validity claims-understanding individual and group experiences as part of historically contingent forces. Theories also should be critical, containing an awareness of the researcher as implicated in the social process and committed to actively improving society. To demonstrate its viability, I review classic works from the history of the discipline that exemplify critical-historical theory and offer concrete implications for theorists interested in employing this approach in their own work.

Race and Genetics: Somber History, Troubled Present.

Following the completion of the Human Genome Project (HGP) in 2003, advances in DNA sequencing technologies further popularized the field of genomics and brought its social ramifications to the fore. Scholars across disciplines recently voiced serious concerns about the re-emergence of genomic research that might be used to justify racism. In this piece, I trace the history of attempts to biologize the concept of race and its diffused presence in today's genomic research. I then include a brief analysis inspired by concepts from the field of Science and Technology Studies (STS) to suggest selected ways to produce better scientific knowledge. The text highlights historic landmarks of interest to science practitioners curious about the ways science of the past co-shapes science of the present. I then argue that science has never been isolated from the socio-political climate it is produced in; instead, it has been morphed by its surroundings and historically used as a potent tool to justify systemic oppression.

Aristolochia Herbs and Iatrogenic Disease: The Case of Portland's Powders.

Aristolochia herbals have a 2500-year history of medicinal use. We focused this article on Portland's Powders, an 18th-century British gout medicine containing Aristolochia herbs. The powders constitute an 18th-century iteration of an herbal remedy, which was used, with variations, since at least the fifth century BCE. The use of Portland's Powders in Great Britain may appear to be an unusual choice for investigating a public health problem currently widespread in Asia. Yet it exemplifies long-term medicinal use of Aristolochia herbs, reflecting our argument that aristolochic acid nephropathy (AAN) is a historically persistent iatrogenic disease. Moreover, we provide compelling evidence that individuals taking Portland's Powders for gout would have ingested toxic quantities of aristolochic acid, which causes AAN and cancer. Several factors, including long history of use, latency of toxic effects, and lack of effective regulation, perpetuate usage of Aristolochia herbals to the present day.

Pandemics of the past: A narrative review.

Infectious diseases resulting in epidemics and pandemics have moulded human history and continue to do so even today. Cholera, plague, human immunodeficiency virus (HIV), and influenza have been some of the most brutal killers. The advancement of medical science has helped us win the war against several of these deadly agents. However, despite all our efforts, new agents continue to emerge. Studying the pandemics of the past helps us respond better to those affecting the globe today. In this narrative review, we present the greatest pandemics of the past, and discuss how the lessons from history may aid us in preparing for the future.

[The "Creation of History" workshop: a clinical device for migrant children in Brazil]. / L'atelier "création d'histoire" : un dispositif clinique auprès des enfants migrants au Brésil.

A clinical research device, the "Creation of History" workshop was set up in schools in São Paulo, Brazil, with migrant children aged 6 to 10. This workshop allows these children to retrace their migratory history with the help of a family album, based on the construction of the space-time dimension present in their interpretation of their drawings.

What's ours is yours: recall of history for lesser-known countries is guided by one's own national history.

The present studies examine how people recall history. Sometimes, certain national histories are well known and sometimes they are not. We propose that, under certain circumstances, culturally distinctive representations of typical national histories can be used to guide recall, particularly in cases where the history is not well known. We focus on three national samples with varied levels of knowledge about each history: Great Britain, India, and the United States. In Study 1, we establish typical historical event templates for each nation consisting of events that a large proportion of participants from each sample identify as important in a typical nation's history. We examine points of divergence between the different groups' typical event templates and the valences of these events. In Study 2, we test and find that, in conditions of less knowledge, participants tend to refer to particular historical events that coincide with events unique to their own group's typical history. In Study 3, we demonstrate that this effect can be found even when a group possesses a reasonable amount of knowledge about the target country. We conclude by discussing the implications in relation to how such a retrieval strategy might inform interpretations of events in the present.

Moralized memory: binding values predict inflated estimates of the group's historical influence.

Collective memories are memories or historical knowledge shared by individual group members, which shape their collective identity. Ingroup inflation, which has previously also been referred to as national narcissism or state narcissism, is the finding that group members judge their own group to have been significantly more historically influential than do people from outside the group. We examined the role of moral motivations in this biased remembering. A sample of 2118 participants, on average 42 from each state of the United States, rated their home state's contribution to U.S. history, as well as that of ten other states randomly selected. We demonstrated an ingroup inflation effect in estimates of the group's historical influence. Participants' endorsement of binding values - loyalty, authority, and sanctity, but particularly loyalty - positively predicted the size of this effect. Endorsement of individuating values - care and fairness - did not predict collective narcissism. Moral motives may shape biases in collective remembering.

Collective Narcissism: Americans Exaggerate the Role of Their Home State in Appraising U.S. History.

Collective narcissism-a phenomenon in which individuals show excessively high regard for their own group-is ubiquitous in studies of small groups. We examined how Americans from the 50 U.S. states ( N = 2,898) remembered U.S. history by asking them, "In terms of percentage, what do you think was your home state's contribution to the history of the United States?" The mean state estimates ranged from 9% (Iowa) to 41% (Virginia), with the total contribution for all states equaling 907%, indicating strong collective narcissism. In comparison, ratings provided by nonresidents for states were much lower (but still high). Surprisingly, asking people questions about U.S. history before they made their judgment did not lower estimates. We argue that this ethnocentric bias is due to ego protection, selective memory retrieval processes involving the availability heuristic, and poor statistical reasoning. This study shows that biases that influence individual remembering also influence collective remembering.

Urban Renewal Mega Projects and Residents' Quality of Life: Evidence from Historical Religious Center of Mashhad Metropolis.

Urban decay is the process by which a historical city center, or an old part of a city, falls into decrepitude and faces serious problems. Urban management, therefore, implements renewal mega projects with the goal of physical and functional revitalization, retrieval of socioeconomic capacities, and improving of quality of life of residents. Ignoring the complexities of these large-scale interventions in the old and historical urban fabrics may lead to undesirable consequences, including an additional decline of quality of life. Thus, the present paper aims to assess the impact of renewal mega projects on residents' subjective quality of life, in the historical religious district of the holy city of Mashhad (Samen District). A combination of quantitative and qualitative methods of impact assessment, including questionnaires, semi-structured personal interviews, and direct observation, is used in this paper. The results yield that the Samen Renewal Project has significantly reduced the resident's subjective quality of life, due to its undesirable impacts on physical, socio-cultural, and economic environments.

Biomedicine and the humanities: growing pains.

In this article, we discuss the challenges facing humanities researchers approaching studies in clinical and community health settings. This crossing of disciplines has arguably been less often explored in the countries we discuss-Kenya, Tanzania and South Africa-but our experiences also speak to broader trouble with disciplinary 'ethnocentrism' that hampers the development of knowledge. After a brief contextualising overview of the structures within our universities that separate or link the humanities, medicine and social science, we use case studies of our experiences as an arts researcher, an anthropologist and a historian to draw attention to the methodological clashes that can hobble research between one disciplinary area and another, whether this manifests in the process of applying for ethical clearance or a professional wariness between healthcare practitioners and humanities scholars in health spaces. We argue overall for the great potential of humanities in the health 'space'-as well as the need for improved dialogue between the disciplines to bring a diverse community of knowledge to bear on our understandings of experiences of health. And we suggest the need for a robust awareness of our own positions in relation to medicine, as humanities scholars, as well as a patient persistence on both sides of the humanities-health science equation to create a broader and ultimately more effective research system.

Critical orientations for humanising health sciences education in South Africa.

In this article, the authors make a case for the 'humanisation' and 'decolonisation' of health sciences curricula in South Africa, using integration as a guiding framework. Integration refers to an education that is built on a consolidated conceptual framework that includes and equally values the natural or biomedical sciences as well as the humanities, arts and social sciences, respecting that all of this knowledge has value for the practice of healthcare. An integrated curriculum goes beyond add-on or elective courses in the humanities and social sciences. It is a curriculum that includes previously marginalised sources of knowledge (challenging knowledge hierarchies and decolonising curricula); addresses an appropriate intellectual self-image in health sciences education (challenging the image of the health professional); promotes understanding of history and social context, centring issues of inclusion, access and social justice (cultivating a social ethic) and finally, focuses on care and relatedness as an essential aspect of clinical work (embedding relatedness in practice) The article offers a brief historical overview of challenges in health and health sciences education in South Africa since 1994, followed by a discussion of contemporary developments in critical health sciences pedagogies and the medical and health humanities in South Africa. It then draws on examples from South Africa to outline how these four critical orientations or competencies might be applied in practice, to educate health professionals that can meet the challenges of health and healthcare in contemporary South Africa.

Walking up hills, through history and in-between disciplines: MHH and Health Sciences Education at the tip of Africa.

Celebration, frustration, contestation and imagination all manifest themselves when examining the evolution of the field of Medical and Health Humanities (MHH) at the University of Cape Town (UCT). That this field has been growing at the same time as access to, inclusion in, and social justice issues linked to higher education have come under the spotlight has the potential to shape how we think and plan for the future of the field. Doing this will require treks up hills, journeys through difficult histories and dynamic dances in-between disciplines.This article examines MHH at UCT broadly, referring to projects and programmes that are underway primarily in the humanities and health sciences faculties. From this overview, the article specifically examines the curricula changes introduced in the Faculty of Health Sciences inspired by MHH and the author's interest in historical consciousness. It describes current points of intervention in physiotherapy and MBChB undergraduate curricula; and through short-term special study modules that have allowed those interested in MHH to explore relationships between health and healing and art, music, writing, yoga, PhotoVoice, drama, drawing and complex histories.It discusses some of the challenges of introducing humanities teaching into health sciences curricula; and some of the tensions that result from the meeting of divergent epistemologies and pedagogies. The article considers if, and how, MHH might engage with social (in)justice, and inclusions and exclusions and potentially offer a balm to soothe the bruising effects of oppressive histories and a hegemonically hierarchical present.

Field notes in the clinic: on medicine, anthropology and pedagogy in South Africa.

This commentary is about medicine, anthropology and pedagogy: about the ways of knowing that different disciplinary orientations permit. I draw on a field note taken in the clinic to illustrate how cultures of healthcare and health sciences training in South Africa bracket the historical, social and political contexts of health and illness in this setting, at the expense of patient care and physician wellbeing. I consider what anthropological inquiry can offer to clinical practice, and advocate for critical orientations to clinical work and teaching that extend humanity to patients and providers.

History, Morals, and Medicine.

This essay provides a rational reconstruction of the author's genetically inscribed inclination to do normative ethics with an historical bent and offers some reflections on the value of historical thinking for bioethics.

History, politics and vulnerability: explaining excess mortality in Scotland and Glasgow.

OBJECTIVES: High levels of excess mortality (i.e. that not explained by deprivation) have been observed for Scotland compared with England & Wales, and especially for Glasgow in comparison with similar post-industrial cities such as Liverpool and Manchester. Many potential explanations have been suggested. Based on an assessment of these, the aim was to develop an understanding of the most likely underlying causes. Note that this paper distils a larger research report, with the aim of reaching wider audiences beyond Scotland, as the important lessons learnt are relevant to other populations. STUDY DESIGN: Review and dialectical synthesis of evidence. METHODS: Forty hypotheses were examined, including those identified from a systematic review. The relevance of each was assessed by means of Bradford Hill's criteria for causality alongside-for hypotheses deemed causally linked to mortality-comparisons of exposures between Glasgow and Liverpool/Manchester, and between Scotland and the rest of Great Britain. Where gaps in the evidence base were identified, new research was undertaken. Causal chains of relevant hypotheses were created, each tested in terms of its ability to explain the many different aspects of excess mortality. The models were further tested with key informants from public health and other disciplines. RESULTS: In Glasgow's case, the city was made more vulnerable to important socioeconomic (deprivation, deindustrialisation) and political (detrimental economic and social policies) exposures, resulting in worse outcomes. This vulnerability was generated by a series of historical factors, processes and decisions: the lagged effects of historical overcrowding; post-war regional policy including the socially selective relocation of population to outside the city; more detrimental processes of urban change which impacted on living conditions; and differences in local government responses to UK government policy in the 1980s which both impacted in negative terms in Glasgow and also conferred protective effects on comparator cities. Further resulting protective factors were identified (e.g. greater 'social capital' in Liverpool) which placed Glasgow at a further relative disadvantage. Other contributory factors were highlighted, including the inadequate measurement of deprivation. A similar 'explanatory model' resulted for Scotland as a whole. This included: the components of the Glasgow model, given their impact on nationally measured outcomes; inadequate measurement of deprivation; the lagged effects of deprivation (in particular higher levels of overcrowding historically); and additional key vulnerabilities. CONCLUSIONS: The work has helped to further understanding of the underlying causes of Glasgow's and Scotland's high levels of excess mortality. The implications for policy include the need to address three issues simultaneously: to protect against key exposures (e.g. poverty) which impact detrimentally across all parts of the UK; to address the existing consequences of Glasgow's and Scotland's vulnerability; and to mitigate against the effects of future vulnerabilities which are likely to emerge from policy responses to contemporary problems which fail sufficiently to consider and to prevent long-term, unintended social consequences.

"Less than a Vapor": Positioning Black lesbian women in history teacher education.

In this article, I discuss the possibilities and implications of centering Black lesbian identities and relationships in history teacher education through a case study with one straight Black woman preservice history teacher named Danitra. Danitra's understanding and navigation of historical research on Black lesbians are discussed in relation to core themes of lesbian historiography and emancipatory historiography. Though the literature on this group is limited, I argue that critical considerations of Black lesbians' interests and experiences help educators to conceive of and teach about history, citizenship, justice, and sexuality in more liberatory ways. I conclude by offering recommendations to history teachers and teacher educators who hope to draw on lesbian and emancipatory historiographies to challenge discourses of invisibility in history teacher education classrooms.

[Idiopathic macular hole: history and status quo review]. / Idiopaticheskii makuliarnyi razryv: istoriia i sovremennoe sostoianie problemy.

The article reviews the literature on one of the topical problems of vitreoretinal surgery - idiopathic macular holes. The history, concept, classification and diagnostics, as well as surgical and alternative treatment methods of macular holes are explored.