Exploring Bioethics - NIH Office of Science Education - National ...

those arise from their religious training or other sources.Rather, the goal is to enhance students’ ability to providereasons for their beliefs in light of the core ethical considerationsintroduced here. Most bioethics concepts havearisen within the major religious traditions of the world,so there are many commonalities between religious andethics training. Ethical analysis gives people the opportunityto reflect on the underlying ethical considerations atthe heart of most, if not all, religious teachings.How Exploring Bioethics Can HelpFirst, you may want to reiterate to students that themodules in this curriculum supplement do not aim tochange their minds but, rather, to help them articulatethe reasons for their views. Note that making solid andpersuasive arguments is especially important if a studentbelieves that everyone in society should follow hisor her ethical standards. The next section of this guide,as well as Table 2 on pages 16 to 19, contains phrasesyou can use to encourage such reflection. In addition,all the activities include exercises and pedagogicalstrategies to encourage reflection.Challenge #4: Students Invoke RightsInstead of Offering ReasonsRights language is often heard in U.S. classroomsbecause students recognize that describing somethingas a right is a way to argue that it is very important andworthy of respect. Another reason is that U.S. cultureplaces great emphasis on personal freedom and liberty.Rights language can, however, sometimes obscure theimpact of one’s decisions on other stakeholders or oncommunity well-being as a whole. For example, withoutzoning rules that place limitations on individual landowners,some owners might believe that it is their rightto do anything with their land they want to, includingpaving over wetlands or obstructing other people’sviews. Another good example has to do with laws thatprohibit smoking in public places. As research revealedthe serious harms to others of second-hand smoke, publichealth officials advocated for laws that limit smokingin places where others could be harmed.Clearly, in contexts like these, there are good reasons tolimit or balance individual rights with communitywell-being. Unfortunately, in typical conversations,people often use the term right or rights in an adamantway that may cut off further ethical debate.How Exploring Bioethics Can HelpAllowing a person to simply use rights language in anethics discussion is usually counterproductive becausetoo often it obscures the concern that the person isreally trying to express. Encourage students to articulatetheir concerns in a more nuanced, descriptive way. Also,when your students assert individual rights, you shouldask what the consequences may be for others.Finally, note that philosophers usually link rights withobligations or duties. A right for a person to do or notto do something is usually seen to establish an obligationor duty for another person, group, or institution toprotect that right by assisting with or refraining frominterfering with that right. If students believe thatsomething is a right, what obligations and duties dothey think should be associated with that right?Challenge #5: Teachers May Find ItDifficult to Facilitate Ethics DiscussionsIn addition to the broad challenges just identified, otherissues make conducting ethics discussions difficult.People often try to avoid controversy and conflict.Discussions of some ethical issues can lead to controversyand even conflict. Since most people try to avoidconflict, they may wish to avoid discussion of thesepotentially contentious topics. Some teachers may avoidcontroversial discussions because they are concernedthat certain students will dominate the conversation orthat the discussion will get “out of control.”Students may feel uncomfortable offering anunpopular view. Groups discussing ethical issues mayfall prey to “group think,” a phenomenon that givesthe impression of consensus but that, in fact, masks abroader range of views. Good teaching in bioethics findsways to encourage the expression of unpopular opinionsand to protect those who hold them.Time for in-depth discussions is limited. Thinkinglike bioethicists takes time and insight, and argumentsoften emerge through intense discussion. Teachershave only limited opportunities to engage students inthe rich, extended dialogue characteristic of the waysbioethicists do their best thinking.Introduction13