Incorporating Ethics for Decision-Making—Case Narrative of a High School Teacher

Abstract

The present chapter presents a case study of a High School Biology teacher named ‘Saira’ and aims to understand the different facets of her knowledge in the area of ‘Ethical Issues in Biological Sciences’. She takes recourse to different ethical theories, such as Virtue theory, Deontological and Utilitarian theory which though implicit are evident in her arguments and approach towards teaching–learning of ethical issues in Biology. Narrative inquiry as a method was used to probe into teacher’s understanding and conceptions related to the teaching of Bioethical issues. An attempt has been made to document the classroom discourses between the teacher and her students on different ethical issues, wherein an interpretive approach to classroom discourse analysis has been adopted. Teaching and learning about ethical issues in Biological Sciences involves ethical reasoning and ethical inquiry unlike the scientific method of investigation. The present case study opens a new window to address and view the ethical issues in Science from a subjective viewpoint and facilitate decision-making that is in consonance with the humanistic ideal of Science which is all encompassing and socially justifiable. It will further provide an insight into the categories of teachers’ knowledge that are needed for addressing the ethical issues in the classroom.