How did epidemics, zoos, German exiles, methamphetamine, disgruntled technicians, modern bureaucracy, museums, and whipping cream shape the emergence of modern neuroscience? This history explores the exceptionally complex scientific and medical techniques and practices that have allowed practitioners to claim expertise in the brain and mind sciences over the past two centuries. Based on meticulous historical studies, essays in the volume move from the postrevolutionary Parisian Menagerie of the Jardin des Plantes to the political contexts of neuroscience within the National Institute of Mental Health in the United States in the late twentieth century. Touching on such disparate topics as the luggage of German exiles, the role of whipping cream in industrial food production, the emergence of neurosurgery, and the private musings of a disgruntled medicaltechnician, the contributors to this volume make a powerful case for concentrating scholarly attention on seemingly marginal chapters of the history of the mind and brain sciences. By so doing, the authors contend that it is in the obscure, peripheral, and marginal stories of the past that we can best see the emerging futures of the medicine and science of the brain and the mind. Collectively these essays thus reveal that the richness of the history of the brain and mind sciences cannot and should not be reduced to a unitary, uncomplicated narrative of progressive discovery. CONTRIBUTORS: Brian P. Casey, Stephen T. Casper, Justin Garson, Delia Gavrus, Katja Guenther, L.Stephen Jacyna, Kenton Kroker, Thomas Schlich, Max Stadler, Frank W. Stahnisch Stephen Casper is Associate Professor of History at Clarkson University. Delia Gavrus is Assistant Professor of the History of Science at the University of Winnipeg.

In recent decades, researchers have studied the cultures of medicine and the ways in which context and identity shape both individual experiences and structural barriers in medical education. The essays in this collection offer new insights into the deep histories of these processes, across time and around the globe. Transforming Medical Education compiles twenty-one historical case studies that foreground processes of learning, teaching, and defining medical communities in educational contexts. The chapters are organized around the themes of knowledge transmission, social justice, identity, pedagogy, and the surprising affinities between medical and historical practice. By juxtaposing original research on diverse geographies and eras – from medieval Japan to twentieth-century Canada, and from colonial Cameroon to early Republican China – the volume disrupts traditional historiographies of medical education by making room for schools of medicine for revolutionaries, digital cadavers, emotional medical students, and the world’s first mandatory Indigenous community placement in an accredited medical curriculum. This unique collection of international scholarship honours historian, physician, and professor Jacalyn Duffin for her outstanding contributions to the history of medicine and medical education. An invaluable scholarly resource and teaching tool, Transforming Medical Education offers a provocative study of what it means to teach, learn, and belong in medicine.