About the Project The Bioethics Project from to Today Beginning intwelve Kent Place School students were chosen to participate in The Bioethics Project—a student research program developed by The Hastings Center, an internationally recognized institute for the study of bioethics, and the Ethics Institute at Kent Place, a leader in high school ethics education.
The author wishes to thank L. Ventrella for useful discussions. Less than years ago, science was a dangerous business. Inthe Italian monk Giordano Bruno was sentenced to death and burned at the stake because he believed in free thinking in philosophy and science.
But while scientific progress has been rapid and astonishing, it is still disturbing for those people who feel excluded from the debate surrounding the application of science in new technologies and products.
Furthermore, as scientific progress becomes increasingly fundamental to society, it is constantly challenging if not completely clashing with long-held beliefs concerning our ethical values.
It is, therefore, necessary to conduct ethical discussions in order to adapt the use of scientific knowledge—namely new forms of technology—to a general context that is in agreement with the basic principles of our civilisation.
Scientists should be concerned about the use of scientific knowledge and they should address the ensuing ethical questions, both in general terms and in terms of their own work.
The concept of ethics was originally proposed by the Greek philosopher Aristotle for the discussion of philosophical questions relating to daily life: Since then, ethics has become one of the major topics in Western philosophy when debating social and individual values, their relationship and their hierarchy in society.
Moralists, such as Nietzsche, Santayana and Russell, claim that ethical values are rather personal interpretations, deliberations or preferences and not general principles that can be proven true or false. John Ziman, the former Chairman of the Council for Science and Society, interprets ethics not as an abstract discipline but as a way of dealing with differing opinions that arise when traditional values are faced with new realities Ziman, Indeed, discussions about the ethical foundations of a society and their re-interpretation usually take place when traditional customs or behaviours are challenged by new developments.
In a static society, values are well codified, usually by religion or by tradition. This is true for numerous ancient societies, which remained unchanged for centuries. But wars, invasions or a new culture or religion usually prompt the evaluation of the traditional values. Later in the 20th century, the creation of new technologies through scientific progress had a profound effect on society, public opinion and our way of life and has thus sparked discussion on how to use this knowledge http: In the s and s, ethical discussions dealt mainly with the use of physics and engineering for the construction of new weapons http: In the s and s, the focus was on environmental problems.
Today, most ethical discussions deal with the progress in biology and its consequences for society. Scientific progress, the driving force for the majority of the changes witnessed in the 20th century, requires a critical mind, free of prejudice and open to new ways of thinking. The rapid development of modern science since the Renaissance is due mainly to the postulate that scientific theories should be independent of theological or religious beliefs.
In the 17th and 18th century, knowledge was mainly exchanged through scientific academies which disseminated new theories and thus accelerated scientific progress.
Scientists were not interested in practicalities and were not concerned with the technological applications of the results of their endeavours.
They proclaimed the neutrality of science, stating that the advancement of knowledge could not be considered good or bad.Sep 15, · World Conference on Science organised by UNESCO and ICSU.
Science Agenda—Framework for Action, Chapter Ethical issues Ethics should be part of the education and training of all scientists · Other influential research ethics policies include Singapore Statement on Research Integrity, the American Chemical Society, The Chemist Professional’s Code of Conduct, Code of Ethics (American Society for Clinical Laboratory Science) American Psychological Association, Ethical Principles of Psychologists and Code of Conduct, Statements on urbanagricultureinitiative.com · Culture, science and bioethics: Interdisciplinary understandings of and practices in science, culture and ethics Abstract This paper presents insights from four years of interdisciplinary discussions and analysis focusing on urbanagricultureinitiative.com?article=&context=sspapers.
RELIGION AND MORALITY. In the minds of many people, religion and morality are closely connected. Even in secular discussions of ethics, law, and medicine, the presumption remains strong that religious beliefs are an important source of moral guidance, and that religious authorities have a significant influence in shaping attitudes toward biomedical research, new technologies, and medical urbanagricultureinitiative.com /ethics-v-religion-and-morality.
Beginning in , twelve Kent Place School students were chosen to participate in The Bioethics Project—a student research program developed by The Hastings Center, an internationally recognized institute for the study of bioethics, and the Ethics Institute at Kent Place, a leader in high school ethics urbanagricultureinitiative.com · Science, Ethics and Society - HPSC Year - In this unit of study, we will use approaches from the sociology to investigate the place of science in society, the internal dynamics of science, and ethical issues within science and in relation to its urbanagricultureinitiative.com://urbanagricultureinitiative.com