Bioethics Principles in the Teaching of Climate Change

Moorthy Moorthy

doi:10.3844/ajassp.2011.962.966

Abstract

Problem statement: Bioethics is the philosophical study of the ethical controversies about humans and his environment. Bioethicists are concerned with the ethical questions that arise in the relationships among life sciences, biotechnology, medicine, politics, law, philosophy, theology and climate change. The objective of this study is to examine the impact of using bioethics resources as teaching tool in the teaching of climate change at tertiary level. Approach: This is done through assessing the extent of bioethics knowledge acquired in the learning process and how bioethics principles affect respondents thinking and opinions. The research employs a qualitative analysis of the data that is collected through pre-and post-tests and from feedback solicited through discussions with respondents. Some 100 university undergraduate students participated in this study. Results: The findings reveal that through the use of bioethics resources in teaching climate change, respondents' showed increased comprehension of bioethics knowledge and greater appreciation of its principles. Conclusion: Therefore the study concludes that the use of bioethics resources can accentuate the importance of bioethics principles in the understanding and in the provision of ethical framework in dealing with climate changes issues and mitigation initiatives. This research finding can be a useful source of information for scholars and researchers developing teaching strategies using bioethics resources.

Highlights

It has been widely said that the peril of climate understanding on ‘what and how’ this study contributes change has very much to do with human actions and to the existing body of knowledge in these fields
Bioethics provide the the consumption culture, modern societies have begun platform for critical and responsible thinking on ethical to consume much more than they need-absorbing large principles that can aid decision making and foster the amount of goods and services made available in the learning on how to balance different benefits, risk and market- depleting natural resources at an alarming duties
No respondents obtained all wrong answers-55% of respondents obtained test scores of up to 40%. This indicates that university students are exposed to the issues of climate change, not being part of the curriculum of studies of Malaysian universities

Summary

Introduction

It has been widely said that the peril of climate understanding on ‘what and how’ this study contributes change has very much to do with human actions and to the existing body of knowledge in these fields. Consumerism, consumption, population (UNFCCC) in Article One and Two defined climate explosion and competition for resources have brought change as ‘change of climate which is attributed, about many challenges to human, humanity and the directly or indirectly, to human activity that alters the environment (Moorthy and Sivapalan, 2010) These compositions of the global atmosphere’ (Ninnas, 2009). Climate change is in this study is that ‘human-induced’ problems of the the most fundamental issue to long-term global environment requires ‘ethical reasoning’ in its prosperity and the survival of humans as a species. This situation brings about a host of other correct solution to ethical problems but rather it problems that affect humans, other species and mother suggests different choices made after ethical reflections

Objectives

Results

Conclusion