the interrelationship between bioethics and civic education

Paper instructions:
First review this:

I. The purpose

The primary purpose of this seminar is to examine the interrelationship between bioethics and civic education.

II. Bioethics

According to the Encyclopedia Britannica, bioethics is “a branch of applied ethics that studies the philosophical, social, and legal issues arising in medicine and the life sciences. It is chiefly concerned with human life and well-being, though it sometimes also treats ethical questions relating to the nonhuman biological environment.” From the above definition of “bioethics,” it is clear the bioethics is an inclusive and ever expanding field of ethical studies of health, medical experimentation, life and death (voluntary euthanasia, suicide and physician-assisted suicide), reproduction and assisted reproduction, mother-fetus conflict, prenatal screening, sex selection, genetics and cloning (The Human Genome Project), gene therapy, creating and patenting new life forms, the relationship between humans and animals, the relationship between humans and plants. Undoubtedly, bioethics has challenged the traditional ethical framework that appears to focus on inter-human relationships. In order to inquire into the very complicated and complex ethical issues, I invite you watch one of the following video clips:

“The Most Difficult Healthcare Decisions”

Human-Animal Hybrid

http://www.youtube.com/watch?v=amAXfL8LTUs

NOVA science NOW/ Personal Genome Project

GM (genetic modification) Food and You

Biotechnology and the Invisible Revolution

Design Babies

The Nuremberg Code: A Turning Point in the History of Bioethics

http://www.youtube.com/watch?v=ula7dzU2umw

Medical Data

After viewing one of the video clips, reflect on what you learned from the video clip and examine the relationship between bioethics and the personal and professional dimensions of your philosophy of education.

Bioethics and Civic Education

Because of the complexity of bioethical issues, it is a common assumption that only medical, ethical, or even legal experts should study bioethics and serve as the “guardians” who make bioethical decisions concerning genetically modified food, cloning, and so on. Yet, the case of Mary Schindler called “ordinary” citizens’ attention to bioethical issues as everyone’s business: http://www.npr.org/programs/morning/features/2003/dec/endoflife/. Nadya Denise Doud-Suleman’s giving birth to octuplets in 2009 also called the public attention to risks of biotechnology. In Ohio, the court’s appointing a medical guardian to force 11-year-old Sarah Hershberger to receive chemotherapy compels us to question whether legal and medical experts ought to make such critical decisions about human health.[i] It seems that more and more “ordinary” citizens have started to question whether they should delegate medical, ethical, and legal experts to make decisions for them. Here, I invite you to ponder your personal and professional views concerning citizens’ rights and responsibilities surrounding bioethics.

Aristotle points out that polis (a society) “exists not only for the sake of living but rather primarily for the sake of living well.” From this perspective, citizens’ fundamental right to education should aim at facilitating all citizens’ “living well.” Thus, many concerned educators advocate that K-16 education must incorporate bioethical issues into the formal curriculum. However, why and how should K-16 education equip citizens with critical knowledge and skills that will enable them to make bioethical issues?

Than read the attached article,

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After viewing your selected video clip, and the required article please respond to the following question:

Who should study bioethics? Why? What are the purposes for studying bioethics? Why? How should one study bioethics?

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