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Journal ArticleDOI

Madness and Civilization: A History of Insanity in the Age of Reason.

Louis L. Lunsky
- 01 Jun 1966 - 
- Vol. 117, Iss: 6, pp 840-841
TLDR
Michel Foucault takes the reader on a serendipitous journey in tracing the history of madness from the 16th to the 18th centuries using original documents, which recreates the mood, the place, and the proper perspective in thehistory of madness.
Abstract
Michel Foucault takes the reader on a serendipitous journey in tracing the history of madness from the 16th to the 18th centuries. Utilizing original documents, the author recreates the mood, the place, and the proper perspective in the history of madness. Madness or folly is viewed as part of the human condition and to be examined and illuminated through one of its many facets. At the end of the Middle Ages madness was seen either as a tragic or comic phenomenon. The Renaissance, with Erasmus' Praise of Folly , demonstrated how imagination and its derivatives were to thinkers of that day. The French Revolution introduced the so-called medical approach. Madness is a ubiquitous phenomenon that has common roots not only in medicine but in poetry and tragedy. Shakespeare brilliantly describes psychological phenomena with even greater clarity than Tuke or Wills. The author weaves a fascinating history showing the changing pattern of

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Citations
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TL;DR: A practice theory of self and identity has been proposed in this paper, where the authors place identity and agency on the Shoulders of Bakhtin and Vygotsky and describe the space of authoring.
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Qualitative Studies in Special Education

TL;DR: An overview of the many types of studies that fall into the qualitative design genre is provided in this paper, along with strategies that qualitative researchers use to establish the authors' studies as credible and trustworthy.
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Discourse and Institutions

TL;DR: This paper developed a discursive model of institutionalization that highlights the relationships among texts, discourse, institutions, and action, and proposed a set of conditions under which institutionalization processes are most likely to occur, and conclude the article with an exploration of the model's implications for other areas of research.
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Critical Race Theory, Latino Critical Theory, and Critical Raced-Gendered Epistemologies: Recognizing Students of Color as Holders and Creators of Knowledge:

TL;DR: In this article, the authors compare and contrast the experiences of Chicana/Chicano students through a Eurocentric and a critical raced-gendered epistemological perspective and demonstrate that each perspective holds vastly different views of what counts as knowledge, specifically regarding language, culture, and commitment to communities.
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Coloring Epistemologies: Are Our Research Epistemologies Racially Biased?

TL;DR: This article argued that the epistemologies we typically use in educational research may be racially biased, and the lack of response is in curious contrast to the lively and contentious debates on other epistemological issues, such as quantitative versus qualitative, objectivity versus subjectivity, validity (e.g., Lenzo, 1995; Moss, 1994), or paradigmatic issues in general.
References
More filters
Book

Identity and Agency in Cultural Worlds

TL;DR: A practice theory of self and identity has been proposed in this paper, where the authors place identity and agency on the Shoulders of Bakhtin and Vygotsky and describe the space of authoring.
Journal ArticleDOI

Qualitative Studies in Special Education

TL;DR: An overview of the many types of studies that fall into the qualitative design genre is provided in this paper, along with strategies that qualitative researchers use to establish the authors' studies as credible and trustworthy.
Journal ArticleDOI

Critical Race Theory, Latino Critical Theory, and Critical Raced-Gendered Epistemologies: Recognizing Students of Color as Holders and Creators of Knowledge:

TL;DR: In this article, the authors compare and contrast the experiences of Chicana/Chicano students through a Eurocentric and a critical raced-gendered epistemological perspective and demonstrate that each perspective holds vastly different views of what counts as knowledge, specifically regarding language, culture, and commitment to communities.
Journal ArticleDOI

Coloring Epistemologies: Are Our Research Epistemologies Racially Biased?

TL;DR: This article argued that the epistemologies we typically use in educational research may be racially biased, and the lack of response is in curious contrast to the lively and contentious debates on other epistemological issues, such as quantitative versus qualitative, objectivity versus subjectivity, validity (e.g., Lenzo, 1995; Moss, 1994), or paradigmatic issues in general.
Book

The SAGE Handbook of Organizational Discourse

TL;DR: The importance of researcher context Discourse, Power and Ideology - Dennis K Mumby Unpacking the Critical Approach Deconstructing Discourse - Martin Kilduff and Mihaela Kelemen.