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

• Pistorius competed in the Paralympics and set world records intrack events.• Pistorius now requests the opportunity to compete in theOlympics.• Engineers disagree on whether the prosthetics give Pistorius anadvantage with respect to speed over those athletes competing withflesh-and-blood legs.11. Next, ask students, “Who or what might be affected by what theIAAF decides to do?” Help students brainstorm answers as a class andwrite ideas on the board or a transparency.As students learned from the definition you provided in Step 3,individuals or groups who have a stake in the outcome of a decisionare often called stakeholders. In addition, other things can be atstake—like the meaning that we want sports to have.Possible answers include• Oscar Pistorius• All athletes, whether they are differently abled or not• Sports competitions in general• Coaches• Referees• Young children (and others) with different abilities who arethinking about their future opportunities12. Ask students to record the stakeholders in the appropriate area ofMaster 1.7.13. Review the list, calling on individual students to brieflysummarize how they think each stakeholder might be affected bythe IAAF’s decision.• What kinds of concerns does the stakeholder have?• What is important to the stakeholder? What does the stakeholdercare about and value?14. Turn to the key question displayed on the poster and onMaster 1.7: What are the relevant ethical considerations?Tell students that they will spend more time learning about theseethical considerations in Day 3. Point out that for now, it is importantfor them to know that ethical considerations are issues that are morallyrelevant in a case and that ought to be taken into account whenthinking about what the best course of action should be.1-22Exploring Bioethics