Medicine

The Semmelweis case

From Part 3 of Stephen Hicks’s Philosophy of Education course, in which he discusses Ignaz Semmelweis’s discovery of the cause of puerperal fever, with special focus on the cognitive methods Semmelweis used. Clips 1-3: Previous: Reason–a developmental story.Next: The “Juliet is the sun” metaphor.Return to the Philosophy of Education page.Return to the StephenHicks.org main page.

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Eugenics [Section 16 of Nietzsche and the Nazis]

[This is Section 16 of Nietzsche and the Nazis.] 16. Eugenics Nazi education and censorship attempted to control people’s minds. The Nazis also controlled the bodies of their citizens as much as possible. Milder controls involved new public-health measures such as an aggressive campaign against smoking: the Nazis banned smoking in certain public places, ran

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Why life in America is 40 times better than in 1900

A follow up to my post on Why life is 255 times better now than in 1800. Some warm-up indicators: By 1900 the U.S. had recently become the wealthiest economy in the world, slightly surpassing Australia and Great Britain, and it had become twice as wealthy as France and Germany and four times as wealthy

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In class: Semmelweis as epistemological hero

Prior to the discovery of germ theory and antiseptic, women frequently died of puerperal fever in the maternity ward at the University of Vienna Hospital. Enter Ignaz Semmelweis, a Hungarian-born physician working at the Vienna hospital, one of the world’s leading medical establishments. Carl Hempel’s account of Semmelweis’s false starts, failed hypotheses, and eventual success

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