Teaching Ethical Aspects of Science

Abstract

This excellent publication contains not only material, SATIS style, for direct use with students complete with the necessary guidance for teachers in how to use it but also a most helpful, and for this reader a very essential, introduction to theories of ethical analysis. There are nine case studies (an appendix suggests sources for many more) which cover three, overlapping, contexts: when scientists undertake science, individually or as a collective group. when the products of scientific work are utilized and impinge on the conduct of society. For example, evaluating environmental impact or supporting a particular political ideology. or when society, or groups in society, determine their attitudes and conduct towards science. For example, deciding whether or not to fund scientific projects or to provide donor aid to developing countries. The declared aim of the editors is to provide opportunity for a thoughtful, rigorous approach to enquiry. To do this each case study is clearly defined and plenty of appropriate information is provided in the form of reading matter. The directions for the activities encourage interpretation, analysis & argument and critique & decision making. In these activities distinctions have to be made between scientific understanding and ethical analysis, which is why the chapter on different theories of ethics is essential. Each case study requires a choice so that students use ethical concepts relevant to the issues being discussed. Suggested times are either one or two sessions, sometimes plus homework reading. The case studies are accessible to a wide variety of students. The scientific knowledge is never very complex and the required prior knowledge always given. Most of the scientific issues do tend to be in the areas of biological, chemical, technological or medical sciences with the physical sciences mainly represented by using the story of cold fusion at Utah university (which includes a practical investigation) to explore the professional ethics and approach of scientists to their work. There is also a debate on car use and one on the personal use of energy. But some of the others are so fascinating. I enjoyed reading materials for the 'Universality of Science' where the methods of geneticists Crick, Watson and Lysenko were contrasted via excerpts from their own writings. So where does it fit in? Anyone running general studies courses knows how this kind of material can have students arguing for days. Follow the methods offered here and avoid this talk being merely a diffuse gathering of opinions but one full of rigorous ethical analysis. The material is a product of the Science, Ethics and Education project and funded as part of the programme of the Committee on the Teaching of Science of the International Council of Scientific Unions (ICSU-CTS).