BC EDUCATION
Saved by @Alex1Powell

So I mean, what's stopping us from making it Medievalism Studies?

 I mean, hell, even Greenblatt's beloved Poggio was just looking for something earlier to cosplay.
The fact that the humanists grabbed earlier medieval sources for art and script wasn't an oopsie. It was "earlier than Arthur."
If you have a young Edward III literally setting up a joust where everyone dresses as Arthurian characters in order to kick off what he hopes will be a genuine real-life chivalric order of the Round Table (we got the Garter instead. best laid plans, etc) you have cosplay.
And it keeps going. They're editing Chaucer and Langland, etc by the 16thc, and continuously if you consider scribal interventions. And they keep editing Chaucer.
The legal side invents a Middle Ages almost continuously, and pretty self-consciously, as they go, and it gets reinvented and enshrined in colonial law by the 18th (but the theorization begins as early as the 16th).
The Victorians go absolutely bonkers reinventing the Middle Ages and throw BANANAS bank at it, building or renovating nearly TEN THOUSAND churches in 'gothic' style w/in a span of decades, and take that penchant global too.
(and ofc every sort of art and fashion imaginable. They really fall HARDDD for medieval. Tolkien's sort of an apotheosis of this really, right down to colonial roots.)
And allllll the document editing and cataloguing that kicks off in the 19thc, w/o which we'd have SHITE access to the records, the records that "make" Medieval Studies as it is today.
Related mess happens over in lang/lit ofc, as they try getting sciency w/language, invent philology, and eventually try to be Very Serious Really about literature. All medieval. No Fun Here.
All the while merrily declaring what was and was not medieval out of whole cloth.
So, I mean, why not make it Medievalism Studies. Throw the emphasize on the making and remaking. The desire for medieval. The contingent. The slipping. The revision.
We can launch a con. Crafting the Middle Ages. We run the usual scholarly sessions. We also run sessions w/histfic writers and heritage professionals. Bc it's medievalism allllla way down. Like Dr*goncon but for medievalists. All of us.

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He states, “The applied epidemiologist is by definition an activist, moving rapidly from findings to policy, putting epi knowledge to good use. The 21st century epi must do all these things while maintaining a foundation of high-quality epi research and practice.”

Susser warns the field of what he considers “the black box paradigm… the current international focus on risk factor epidemiology.” He advocates for expanding our academic training to include socializing epis to “keep the improvement of the public’s health as a primary value”

Morabia argued that epidemiology has historically found its balance in the tension between the search for causal relations and the improvement of public health; overemphasis on either perspective puts epidemiology at risk of losing its value.

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I held back from commenting overnight to chew it over, but I am still saddened by comments during a presentation I attended yesterday by Prof @trishgreenhalgh & @CIHR_IMHA.

The topic was “LongCovid, Myalgic Encephalomyelitis & More”.
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1/n
#MECFS #LongCovid


The bulk of Prof @Trishgreenhalgh’s presentation was on the importance of recognising LongCovid patient’s symptoms, and pathways for patients which recognised their condition as real. So far so good.

She was asked about “Post Exertional Malaise”... 2/n

PEM has been reported by many patients, and is the hallmark symptom of ME/CFS, leading many to query whether LongCovid and ME/CFS are similar or have overlapping mechanisms.

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the ME/CFS guidelines, acknowledging some similarities.

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That is correct: The BMJ published Prof Lynne Turner Stokes’ column criticising the change (Prof Turner-Stokes is a key proponent of GET/CBT, and I suspect is known to Prof @TrishGreenhalgh).

https://t.co/0enH8TFPoe

However Prof Greenhalgh then went off-piste.

5/n
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2. Education should be disconnected from geography. Students should be able to learn anything from anywhere on earth. With few exceptions, tying education to geography is a form of exclusion.

3. Education should be disconnected from a schedule. The most effective time to learn something is when the student is ready, not when the teacher or institution is available.

4. Education should not be admission- or permission-based, but freely available upon the asking. The current admission-based system is a vestige of a scarcity model that could only fit a limited number of seats in a classroom.

(4 continued) No one should have to be admitted or ask permission to learn a subject.
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