We hold that the teaching of psychiatry employs information derived from one or several of these perspectives. Each method of reasoning emphasizes a different set of theories and observations, and good teachers of psychiatry should be able to identify and explicate them. By outlining these perspectives our aim is to bring structural and conceptual coherence to psychiatric teaching and to illuminate issues that are often left vague and implicit. These methods of reasoning produce a foundation for thought over psychiatric matters and encourage collaborative efforts with disciplines ranging from molecular genetics to anthropology.
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