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This dissertation examines the history of the creation and development of the concept of anticipation, a pattern of heredity found in several diseases (e.g. Huntington’s disease and myotonic dystrophy), in which an illness manifests itself earlier and often more severely in successive generations. It reconstructs major arguments in twentieth-century debates about anticipation and analyzes the relations between different research communities and schools of thought. Developments in cutting-edge medicine, biology, and genetics are analyzed; many of these developments were centered in Britain, but saw significant contributions by people working in France, Germany, Switzerland, the Netherlands and North America. Chapter one traces precursor notions in psychiatric and hereditarian thought from 1840 to the coining of the term ‘anticipation’ by the ophthalmologist Edward Nettleship in 1905. Key roles in the following chapters are played by several figures. Prior to World War II, these include: the neuropathologist F.W. Mott, whose advocacy during 1911- 1927 led to anticipation being called “Mott’s law”; the biometrician and eugenicist Karl Pearson, who opposed Mott on methodological and political grounds; and two politically and theoretically opposed Germans – Ernst Rüdin, a leading psychiatrist and eugenicist who came to reject anticipation, and Richard Goldschmidt, a geneticist who offered a peculiar Mendelian explanation. The British psychiatrist and human geneticist, Lionel Penrose, makes a first interwar appearance, but becomes crucial to the story after World War II due to his systematic dismissal of anticipation, which discredited the notion on orthodox Mendelian grounds. The final chapters highlight the contributions of Dutch neurologist Christiaan Höweler, whose 1980s work demonstrated a major hole in Penrose’s reasoning, and British geneticist Peter Harper, whose research helped demonstrate that expanding trinucleotide repeats accounted for the transgenerational worsening without contradicting Mendel and resurrected anticipation as scientifically legitimate. Reception of the concept of anticipation is traced across the century through the examination of textbooks used in different fields. This dissertation argues against established positions regarding the history of the concept, including claims that anticipation’s association with eugenics adequately explains the rejection of the notion after 1945. Rejected, in fact, by many eugenicists from 1912, anticipation was used by physicians until the 1960s.

Le contexte historique et épistémologique de l’émergence de la génétique des comportements en tant que discipline trouve ses racines dans différentes disciplines biologiques :la génétique, la biologie de l’évolution et la biologie moléculaire. Ces dernières font partie du paradigme néodarwinien moléculaire. De cette origine, elle a hérité deux grands domaines de recherche, la génétique quantitative et la génétique moléculaire. Ils ont chacun des objectifs et des méthodologies différents. Les études concernant l’intelligence, les comportements agressifs, les comportements addictifs et l’orientation sexuelle permettent notamment d’illustrer ces différences. Elles permettent également de faire un état des lieux des recherches menées dans ce domaine parfois hautement polémique. En fait, la génétique des comportements est marquée par deux ères épistémologiques, l’ère génomique qui a débuté dans les années 1980 et l’ère post-génomique, qui comme son nom l’indique, lui succède dès le début des années 2000. Les résultats apportés par l’ensemble de ces recherches imposent une conclusion, les approches théoriques et techniques phares de l’ère génomique sont insuffisantes à rendre compte de la complexité des phénomènes développementaux liés aux comportements. L’ère post-génomique tente donc de combler les faiblesses de l’ère précédente. Ainsi, la biologie développementale revient au premier plan et ce retour est souhaité depuis longtemps par un courant philosophique majeur né dans les années 1990, la Developmental Systems Theory. L’ère post-génomique est également caractérisée par un pluralisme pragmatique, à la fois théorique et expérimental. La nécessité de multiplier les modes d’appréhension des comportements s’impose car leur complexité intrinsèque est reconnue et tend à être assumée. Les résultats plus récents apportés par les recherches sur l’intelligence, les comportements agressifs, addictifs et l’orientation sexuelle illustrent cette évolution épistémologique. L’opposition entre inné et acquis échoue à rendre compte de la complexité et du dynamisme développemental des phénotypes comportementaux./ The historical and epistemological context of the birth of behavioral genetics as a discipline has its roots in different biological domains: genetics, evolutionary biology and molecular biology. They are parts of the molecular neo-Darwinian paradigm. From this multiple outset, behavioral genetics has inherited two major areas of research, quantitative genetics and molecular genetics. They each have different purposes and methodologies. The study of researches on IQ, aggressive behaviors, addictive behaviors and sexual orientation illustrate these differences. It also permits to make an overview of results provided in this field that is sometimes highly controversial. In fact, behavioral genetics is marked by two epistemological eras, the genomic era that began in the 1980s and the postgenomic era that began by the early 2000s. The results provided by all these researches lead to one conclusion, the theoretical and technical approaches of the genomic era is insufficient to show the complexity of developmental phenomena associated with behaviors. The postgenomic era attempts to correct the weaknesses of the previous era. Thus, developmental biology comes back in the foreground and the necessity of this return has been defended by a major philosophical theory born in 1990, the Developmental Systems Theory. The postgenomic era is also characterized by a theoretical and experimental pragmatic pluralism. The complexity of the developmental patterns of behaviors is recognized and tends to be assumed. The latest results produce by researches on IQ, aggressive behaviors, addiction and sexual orientation illustrate these epistemological changes. The opposition between nature and nurture fails to properly apprehend the developmental dynamism of behavioral phenotypes. / Doctorat en Philosophie / info:eu-repo/semantics/nonPublished

This thesis is an examination of euthanasia, eugenics, the ethic of patient care, and linguistic propaganda in the Second World War. The examination of euthanasia discusses not only the history and involvement of the facility at Hadamar in Germany, but also discuss the current euthanasia debate. Euthanasia in World War II arose out of the Nazi desire to cleanse the Reich and was greatly influenced by the American eugenics movement of the early 20th century. Eugenics was built up to include anyone considered undesirable and unworthy of life and killed many thousands of people before the invasion of allied troops in 1944. Paramount to euthanasia is forced sterilization, the ethic of patient care, and how the results of the research conducted on euthanasia victims before their deaths should be used. The Nazis were able to change the generally accepted terms that researchers use to describe their experiments and this change affected how modern doctors and researchers use the terms in current research. This thesis includes research conducted in Germany and the United States from varied resources.

This is an historical investigation into the provision of education services for deaf children in the State of New South Wales in Australia since 1860. The main focus is those deaf children without additional disabilities who have been placed in mainstream classes, special classes for the deaf and special schools for the deaf. The study places this group at centre stage in order to better understand their educational situation in the late 1990s. The thesis has taken a chronological and thematic approach. The chapters are defined by significant events that impacted on the education of the deaf, such as the establishment of special schools in New South Wales, the rise of the oral movement, and aftermath of the rubella epidemic in Australia during the 1940s. Within each chapter, there is a core of key elements around which the analysis is based. These key elements tend to be based on institutions, players, and specific educational features, such as the mode of instruction or the curriculum. The study found general agreement that language acquisition was a fundamental prerequisite to academic achievement. Yet the available evidence suggests that educational programs for most deaf children in New South Wales have seldom focused on ensuring adequate language acquisition in conjunction with the introduction of academic subjects. As a result, language and literacy competencies of deaf students in general have frequently been acknowledged as being below those of five their hearing counterparts, to the point of presenting a barrier to successful post-secondary study. It is proposed that the reasons for the academic failings of the deaf are inherent in five themes. / PhD Doctorate

The State Institution for Education of Feebleminded Girls was one of the two swedish educational institutions established under state management in the 1920s and came to be the starting point for further government operations for the mentally deficient. The purpose of this paper was to investigate the activities of the State Institution for Education of Feebleminded Girls, out of what needs the institution filled in Sweden’s care for the mentally deficient. The institution has tried to be understood from the view of eugenics and the perspective of children that was current during the 1900s first half.To fulfill the purpose of the study, the archives for the State Institution for Education of Feebleminded Girls was studied and analyzed with basis of previous research on Sweden’s care for the mentally deficient and the impact from eugenics and Sweden’s child perspective.The study shows that the State Institution for Education of Feebleminded Girls mostly existed to educate students and adapt them to the community, which the institution did by education, disciplinary interventions and sterilizations. It is found in the study that the institution didn’t have any regular care of individuals in any great extent, which is also consistent with what previous research have reported concerning Sweden’s care for the mentally deficient. The study further shows that the State Institution for Education of Feebleminded Girls was largely coloured by the perception of mentally deficient as a threat to society. It appears that the institution primarily focused upon the interests of society and therefore often reduced the individual's interests and autonomy.

Pin-up images have played an important role in American culture, in both their illustrated and photographic configurations. The pin-up is viewed as a significant representational cultural artifact of idealistic and aspirational femininity and of consumerism and material wealth, especially reflective of the mid-twentieth century period in America spanning the 1930s to the 1960s. These images not only reflect great shifts in social mores and women’s social status, but also affected changes in both areas in turn. Furthermore, pin-up images internationally circulated in magazines, advertising and promotional material, contributed to the manner in which America was idealized in Europe and beyond. Crucially, they influenced how an eroticized and glamorous, yet unrealistic, example of femininity came to be generalized as a desirous model of femininity. In recent years there has been vital, though limited, scholarly research into the cultural and social impact of pin-up imagery, to which this thesis adds to. This thesis takes a genealogical approach, charting the development of popular female-centric “pin-up” imagery in America since the 1860s and up to the 1960s, and its resurgence since the 1980s onwards. In doing so this thesis aims to provide a social, political and cultural context to the emergence of a specific archetypal sexualized femininity, with the aim of challenging the tendency to dismiss sexualized imagery as “anti-feminist” or as trivial. Toward that end, I examine the complexity of intentions behind the production of “pin-up” images. In taking this revisionist approach I am better able to conclusively analyze the reasons for the resurgence and reappropriation of pin-up imagery in late-twentieth- and early-twenty-first-century popular culture, and consider what the gendered cultural implications may be.

Using hauntology as a linchpin, this dissertation explores the undertheorized connection between intersex and disability. Building on important feminist research in the fields of intersex, queer, disability, crip, and hauntology studies, I ask, how do we understand and reconcile the contested meanings, responses to, and effects of intersex? Intersex is “a perpetually shifting phantasm” (Holmes 2002: 175), yet intersex is typically represented and treated as innate disorder, disability, or disease by medical professionals. That said, many intersex people appear to distance from disability. By engaging intersex studies with feminist disability and crip theories, however, I demonstrate that an intersex politic and intersex studies must be rooted in a disability politic and disability studies. Through a feminist disability and crip lens, I conduct a textual and critical discourse analysis of three case studies of interphobic violence or, what I term, “compulsory dyadism,” meaning the instituted cultural mandate that people cannot have intersex traits or house the “spectre of intersex” (Sparrow 2013: 29); such a spectre must be exorcised. The three case studies include nonconsensual medical interventions, sport sex testing, and employing reproductive technologies to select against intersex variations. My analyses of these case studies produce three important observations. First, intersex is presently and effectively being integrated into conventional notions of disability; second, ableist logics underpin interphobic violence; and third, compulsory dyadism is intertwined with, or is an iteration of, compulsory able-bodiedness. In recognizing this interconnection, theorizing intersex and disability together is not merely beneficial, doing so is necessary. Ultimately, my dissertation interrogates and extends questions of the ever-shifting categorization of body-minds, culturally mandated ways of being, and (the haunting effects of) pathologization. I apply pressure to the academic field of intersex studies as well as intersex activist and advocate communities to center disability in discussions concerning intersex human rights and interphobia.