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My minor in the humanities from the University of the Sciences in Philadelphia has informed every clinical encounter throughout my career as a pharmacist. Beyond the interpersonal skills gained with a deeper understanding of the human condition and broadened appreciation for diverse life narratives and perspectives, my humanities education has taught me to examine ideas critically. Just as the contexts of history and philosophy are necessary in comprehending knowledge production, the contexts of patients, scientific paradigms, and biomedical institutions are essential in evaluating clinical information. I have learned to question not only the validity of research results but also the legitimacy of the biomedical research paradigm, the relationship between the researchers and the researched, and the normative conceptions of health that such research reinforces.Philosophy courses, especially BRace, Class and Gender,^compelled me to interrogate the dynamics of clinical knowledge production. Medical guidelines and research, as discursive entities, are not immune to philosophical analysis and often raise questions regarding who is being researched, by whom, and for whom. Transgender people, for example, are often marginalized by binary conceptions of Bmen's^and Bwomen's^health, and transgender health education is largely absent from pharmacy school curricula. These exclusions inadvertently promote conceptions of patient normativity and deviance and reveal larger social dynamics that simultaneously produce and are produced by medical discourse. During my community practice residency, I conducted a survey of community pharmacy residents' perceptions of transgender health management in order to identify gaps in medical knowledge beyond the gender binary. Interrogating the dynamics of knowledge production is essential in providing holistic and inclusive care in clinical encounters.My humanities education has also taught me to be a more reflective practitioner. Pharmacists often promote initiatives to increase patient compliance, which may unintentionally operate to reinforce a provider-patient hierarchy. Recognizing the discursive power in language such as Bcompliance^informs my approach to patient counseling. I believe healthcare and pharmacotherapy should exist not as a will to truth but as an opportunity to promote shared

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Professor Ali Mazrui embodied an optimistic universalism and the capacity to find common ground for global dialogue amidst conflicts. When receiving a lifetime achievement award – Mazrui, in his acceptance speech, pointed to two specific poems of Rumi and Wordsworth as a source of inspiration for awakening the ‘love of beauty and the beauty of love.’ In the context of the shared humanity of these experiences, one realizes the ability of such experiences to create a common language across barriers, a language of social justice and human rights. Using integrative interdisciplinary approaches from the fields of comparative religion and comparative literature, this essay explores the similarities and differences of the messages of Mazrui, Rumi, and Wordsworth to achieve an awakening. Such an awakening involves the individual’s awareness of being a part of something greater, often achieved in nature, which may serve as a basis for the universal grammar of social justice and human rights. Hermeneutic and phenomenological approaches, including intersubjectivity, are employed in the exegesis of the poetic material and its context. Also explored are the historical similarities and differences, anthropological and psychobiographical factors in the life histories of Mazrui, Rumi and Wordsworth. Ultimately, the dialectic between the polarities of themes of the pain of separation and longing for union, often linked to losses and life changing experiences such as migration, can be understood as opportunities for personal growth – motivating individuals to reach toward connection, reparation and the ability to engage in cultural dialogue and move past difference toward social justice and human rights.

Meg 50 2.2 "Bloodlines" by Meg 51 2.3 "Failed IVF #1" by Sara 53 2.4 "Picture Your Fertility: An Interactive Art Event" 60 2.5 Meg's "My Consent" at "Picture Your Fertility: An Interactive Art Event" 60 2.6 Michigan Exhibit at Local Fertility Clinic 61 2.7 Exhibit at the Examined Life Conference 61 4.1 Air force medical personnel practice patient care on a male manikin similar to the one used by nursing students in this study. 87 4.2 Nursing instructors often use wigs to transform a male manikin into a female for the simulation.