In this essay, I address Descartes’ medical thought, starting from the years of Le Monde and focus- ing especially on the “ontological” explanation of the dropsy in the Sixth Meditation. I especially consider Descartes’ attempt to ‘reform’ physiology according to the universal methodology of geometrical reasoning, as well as with the importance given by Descartes’ epistemology to the re- lationship between medicine and the mind-body union. The possibility of a coherent explanation of all the embodied phenomena, including illness and passions (...) is, in fact, a strategic opportunity to show the existence of an inner regularity in God’s Creation and so, to reconnect any ‘practical’ order (including medicine) to His essence. This leads Descartes to implicitly face the problem of the monstrous births, retracing what he could find in Toledo’s and Conimbricenses’ Commentaria. (shrink)

The central question: "What is the Human?" is since Platon till today not answered. Kant distinguishes a physiological and a pragmatic anthropology: The Human knows the nature by senses, but himself by "pure apperception... from physical determinations independently personality (homo noumenon)..., different to... (homo phenomenon)". Kant's idea of the anthropology according to R. Brandt is a holistic totality with three spheres: phenomenal, pragmatic and moral-teleological. The philosophical (Gelen, Scheler), pedagogical (Roth, etc.), medical (V. von Weizsäcker, etc.), also the new anthropology (...) of Gadamer/Vogler considers the human multidimensional, but not enough holistic [Lit.: Michailov, Neu: Soc. Resp. Philos. In: Proc. 21st World Congr. Philos. Istanbul. Press FISP279‐280, 2003; J. Psychosom. Res. 58/6, 85‐86, 2005]. CONCEPTION: Philosophy as "the unique science, which considers a systematic interdependence and gives all other sciences a systematic unity" (Kant) in co-operation with the anthropological sciences could create an integral anthropology, i.e. a general - philosophical (normative), pedagogical (educative), medical (prophylactic/curative), based on a special anthropology (from biological to theological). The last oneshall consider the human [with his "spheres" somatic, psychical, mental/logical, philosophical (epistemology, ethics, aesthetics), spiritual/theological-metaphysical: individual] as well as his interaction with environment and society (natural, social anthropology) on the last level of knowledge, also under consideration of the big cultures – Brahmanism, Buddhism, Christianism, Confucianism, Mohammedanism. CONCLUSION: An integral anthropology could give the way for a transformation of the "false programmed" (Steinbuch) "homo actualis" (Binswanger) by society, i.e. "zoon politicon" (Aristoteles), into a homo sanus, humanus et spiritualis (in context of illumination and perfection/Kant). Scientific and political support of anthropological research is conditio sine qua non for realization of UNO-Agenda 21, which aims are better health, education, ecology, economy in all countries. (shrink)

Agenda 21 of United Nations demands better situation of ecology, economy, health, etc. in all countries. An evaluation of scientific contributions in international congresses of fundamental anthropological sciences (philosophy, psychology, psychosomatics, physiology, genito-urology, radio-oncology, etc.) demonstratesevidence of large discrepancies in the participation not only of developing and industrial countries, but also between the last ones themselves. Low degree of research and education leads to low degree of economy, health, ecology, etc. [Lit.: Neu, Michailov et al.: Physiology in Agenda 21. Proc. (...) Int. Un. Physiol. Sci. San Francisco, Faseb J. 19/5, A1355, 2005; Agenda 21 in Psychol. 28th Int. Congr. Psychol. Beijing, 1028.62/3028.96, 2004]. CONCEPTION: The science is leading in the social and economic development of humanity, but the misuse of science causes disastrous repercussions (ecological and self-destruction). New models for scientific education, beginning with philosophy, followed by philosophical, pedagogical, medical, theological anthropology, and research are necessary tosupport Agenda 21 and prevent misuse of science. According to proposals on foundation of experimental schools (Immanuel Kant) and international universities (Bertrand Russell) the International Academy of Science/ICSD supports these ideas and initiated the creation of first (interdisciplinary) International Faculties forAnthropology as paradigm for humanization, higher effectiveness and pluralistic internationalization of science, leading to better education ("Erziehung und Ausbildung") and research in all countries, i.e. decrease of the gap between industrial and developing countries. CONCLUSION: Foundation of international institutes for general (philosophy, pedagogy, medicine) as well as for special anthropology (theology, informatics-logic-mathematics, culture, biology, (bio-) physics/chemistry) in context of an integralanthropology via networks of national ones from selected countries of Africa, America, Asia, Australia, Europe can permit the necessary implication of philosophy in education of anthropological sciences as well as research and education (post graduate) by common international research and educational programmes, lecturers, students, etc. in one country. This project needs political and financial support by UNO, European Union, governments, banks, industries to support the education of a homo sanus, humanus et spiritualis for the future humanity. (shrink)