Author(s): Michael S. Pritchard, Department of Philosophy, Western Michigan University & Theodore Goldfarb, Department of Chemistry, State University of New York at Stony Brook
NOTE: This contribution appeared as a featured resource in the online and printed issues of ENC Focus: A Magazine for Classroom Innovators Vol. 8 no.3, published by the Eisenhower National Clearinghouse for Mathematics and Science Education-ENC.
Vincent Calabrese, Daniel M. Leccese and Rosemary McPartland, Glen Cove High School, Glen Cove
Michael Foley, Miller Place High School, Miller Place
Jennifer Visconti, Northport High School, Northport.
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Finally write reasons why you would or would not fund each of the proposals using the criteria.
Since scientists require funding for almost all the work they do, the fact that ethics and values questions play an important role in determining what research will receive funding is all the evidence needed to demonstrate a strong link between science and ethics. The teacher may have to intervene to make sure that the discussion of the panels' selections focuses on the ethical principles connected to the reasoning presented. Some students may prefer to debate the technical merits or defects in the various proposals. The proposals presented here (and presumably alternate proposals created by teachers using this lesson) were included because they raise one or more ethics or values issue rather than because of their unique technical merits. Thus, the proposed ambitious mission to mars raises questions about the ethics of supporting a very expensive research project that appears to have little direct relevance to any of our many Earthly problems; the artificial kidney proposal raises issues about supporting research that will produce results that are only beneficial to affluent members of society; etc.
Return to Part 2 - Model Classroom Lessons
Return to Ethics in the Science Classroom: An Instructional Guide for Secondary School Science Teachers