A patient-authored medical record (PAMR) is a narrative-based prescription that is written by a psychiatric patient with help from a nurse. It is a tool specifically designed and developed for psychiatric nursing. We have reported its notable therapeutic effects for Japanese patients and found that the patients had accurate views of how to improve their illness. The present paper, which broadens the scope of this examination, includes the entire process of using this tool, including both patient-authored medical records and follow-up dialogue. We aim to demonstrate how a patient\'s potentials are leveraged and expanded through the interpretation of such texts through dialogue, in which interpretation takes the form of a conversational question based on not-knowing. Follow-up meetings facilitate the therapeutic process and team collaboration for patients, medical staff, and families. We also reaffirm the soundness and legitimacy of psychiatric patients writing their own prescription with help from a nurse.

This interlude follows the AAH conference, when all of the authors who contribute to the special journal edition are present. Their wide-ranging conversation covers the idea and possibilities of a polyphonic history of art. This interlude is a starting point, a jumping off point from where a group of authors, researchers and artists reflect on new ways of thinking about, and new ways of presenting, art history. Their conversation develops an ambition to move away from the well-trodden and often reductive methodological frameworks of art history, as they debate ideas around transnationalism, globalism, artist-centric art histories and the idea of artist as author. This interlude is about collective endeavours, both by the subjects being discussed in each paper, and by the authors who are writing about them.

Aim: This exploratory study analyses the interplay between the treatment philosophies of Alcoholics Anonymous (AA) and Relapse Prevention (RP) in personal stories of addiction. While the basic ideas of AA and RP are compatible in many ways, they also carry some fundamental differences. Methods: The data consisted of interviews with 12 individuals recovering from substance use problems, who had experience of both AA and RP. The analysis drew on a dialogical narrative perspective, and the concept polyphony was used to shed light on the interplay between different treatment philosophies in personal stories of relapse. Findings: Although sometimes resulting in incoherence, the treatment philosophies were combined idiosyncratically, in ways that appeared productive for the participants\' self-images and recovery journeys. Conclusion: The combination of AA and RP philosophies in narratives of relapse and recovery may reflect a new treatment discourse where individualisation and responsibilisation stand in a complicated relationship with collectivism and surrendering to so-called addicting processes.

Medical treatment and narratives are interrelated. We examined this interrelation by evaluating the medical dispute mediation system in Taiwan. We conducted 16 semi-structured interviews with legal and administrative specialists in medical mediation and physicians involved in mediation meetings. The interview data were reproduced into almost verbatim text for coding and analysis. We examined how narratives were discussed in the field of medicine and identified two approaches to narratives. One was the narrative from a patient\'s storytelling, that is, narrative-based medicine. The other was the narrative of medical staff, which included shared decision-making and decision aids. Discussions of these approaches revolved around the avoidance of conflicts during medical treatment. However, knowing how to handle unsuccessful medical treatment is crucial. By applying polyphony in narratives, physicians can comprehend the role of narratives in unsuccessful medical treatment, helping themselves to practice how to develop narratives to communicate with patients and their surrogates when encountering any difficulty in different stages of medical treatment.

The complexity of creative processes, within which human nature pines and finds itself, reflects a state of relational emergency. The weak structure of our multicultural system gives us a series of behavioral flaws, denouncing our inability to welcome diversity and treasure it. In the search for the way out, using the metaphor of polyphony is increasingly frequent. However, since the term Polyphony is borrowed from musical language, it would be necessary to experience it concretely, and this usually does not happen. Those musicians who aspire to be artists in helping relationships should constantly train themselves in this sense and force themselves to make their ability understood externally, helping those who for reasons of life find themselves experiencing the limit. The field of palliative care is probably the most suitable socio-cultural setting for getting in touch with the personal (mis)interpretations, idiosyncrasies, and pain of those who feel close to the end. To their aid, the aesthetic criterion advances. Making sacred the unifying experience of loss and finiteness turns into an educational process moreover therapeutic, in the co-construction of an elegant \"finale\" able to reach the heart and intelligence of those who remain.

Using Bakhtin\'s notion of polyphony, this study explored the discussion of the end-of-life issues in the Course on Life and Death Education in one Chinese university. Ethnographic methods were adopted to investigate the collision between the classroom voices and the voices of the mainstream culture on end-of-life in the process of developing students\' attitudes toward death. The findings revealed that \"to understand death\" involved challenging the voice of \"strangeness and fear of death\"; \"honestly facing up to and accepting the feelings of the fear, pain, and helplessness\" was the response to \"be brave\"; and the goal \"to die peacefully\" resisted the notion of \"extending life at any cost.\" Through the collision between these voices, students developed their attitudes toward death in facing, understanding, accepting, and choosing how to die. The analysis further revealed that providing only one \"answer\" to death by the teacher is not sufficient or effective to foster students\' attitudes toward death because the students are a diverse group holding different views on the end-of-life issues, which demonstrated the importance of creating dialogues in the life and death education.

The background of the article is an interest in theories of learning and the metaphors of learning they build on and propagate. The basic argument is that the discursive construction of learning plays a central role in theoretical perspectives in research but also in discussions of societal issues in a wider sense. An initial observation is that current metaphors of learning oscillate between emphasizing socializing/reproductive dimensions and perspectives which foreground new-thinking transformations of existing collective knowledge; the culturally given. Hence, our aim is to explore conceptions of learning underpinning dominant theoretical perspectives as behaviorism, cognitivism, pragmatism, and various sociocultural traditions, in the light of this theoretical tension. Our conclusion is that the views of communication and learning inherent to the radical dialogic perspective on communication that stresses the unfinalizable nature of knowing, offered by Bakhtin, add to our understanding of how learning may be conceptualized in contemporary society. Such a dialogic perspective, emphasizing open-ended agency, plurality of voices, and performative potentials of creatively expressing opinions when learning from each other, offers a perspective on learning worth considering in times of diversity, unpredictable risks, and the need for critical self-reflexivity.

In Argentina, the so-called \"inclusive language\" aims at avoiding the bias for a particular sex or gender and objects to a grammatical binary system (feminine - masculine). Although in most Spanish-speaking countries, inclusive language has been limited to the realms of activism, gender studies and a certain type of public administration, in Argentina, its use has been extended to different social spheres, mostly urban. Considering such context, this work aims to investigate the inclusive language in Spanish and characterize its most relevant resources in a series of public texts that circulated in Argentina between 2018 and 2020. On the one hand, its origin is explained, differentiating it from non-sexist language and the different theoretical positions around inclusive language are exposed. On the other hand, from the Dialogical Approach to Argumentation and Polyphony, this paper proposes to address inclusive language resources as subjectivity and polyphony marks which evidence certain aspects of the discourse of patriarchy, with respect to which there is dissent; therefore, inclusive language resources show viewpoints that were once silenced and rejected. For this, a corpus of various speeches is addressed, made up of outdoor urban inscriptions, flyers (advertisements), audiovisual informative speeches and digital press, written in inclusive language, between 2018 and 2020. Throughout the paper it is warns that the inclusive language marks, such as -e and x, are traces of the \"heterogeneity shown marked\" that object to grammatical binarism and convey comments by the subject about their own enunciation, alluding to the image of previous sexist and patriarchal discourses with whom they disagree. The analysis reveals that the words or expressions in which inclusive language resources are employed (-e and x) work as traces of harassed identities and manifest comments by the speaker on their own enunciation. This way, this research shows that gender inclusive language holds conflict linguistic marks which point to historically denied dissidence forms, linked to gender identity and the assertion of collective rights. Finally, this article aims at, on the one hand, contributing to the description of Argentinean Spanish, and on the other, promoting reflection in favor of linguistic education. Undoubtedly, opening instances of debate on the subject can have an impact on the deepening of linguistic reflection and the training of speakers who contribute to forging a more egalitarian society, one which is inclusive and respectful of differences.

Attentional limits make it difficult to comprehend concurrent speech streams. However, multiple musical streams are processed comparatively easily. Coherence may be a key difference between music and stimuli like speech, which does not rely on the integration of multiple streams for comprehension. The musical organization between melodies in a composition may provide a cognitive scaffold to overcome attentional limitations when perceiving multiple lines of music concurrently. We investigated how listeners attend to multi-voiced music, examining biological indices associated with processing structured versus unstructured music. We predicted that musical structure provides coherence across distinct musical lines, allowing listeners to attend to simultaneous melodies, and that a lack of organization causes simultaneous melodies to be heard as separate streams. Musician participants attended to melodies in a Coherent music condition featuring flute duets and a Jumbled condition where those duets were manipulated to eliminate coherence between the parts. Auditory-evoked cortical potentials were collected to a tone probe. Analysis focused on the N100 response which is primarily generated within the auditory cortex and is larger for attended versus ignored stimuli. Results suggest that participants did not attend to one line over the other when listening to Coherent music, instead perceptually integrating the streams. Yet, for the Jumbled music, effects indicate that participants attended to one line while ignoring the other, abandoning their integration. Our findings lend support for the theory that musical organization aids attention when perceiving multi-voiced music.

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