Search

Many research institutions and funders have recently stated their commitment to actively support and promote 'Equality, Diversity and Inclusion' (EDI) in various aspects of health research including Patient and Public Involvement (PPI). However, translating this commitment into specific research projects presents significant challenges that existing approaches, practical guidelines and initiatives have not adequately addressed. In this paper, we explore how the lack of clear justifications for the EDI commitment in existing guidelines inadvertently complicates the work of those involved with PPI and we stress the need for conceptual clarity for any EDI effort to yield meaningful results. Our focus centres on the first principle of the EDI discourse, 'equality', particularly in the form of 'equality of opportunity' as outlined in current guidance provided by the National Institute of Health Research in the United Kingdom. We examine challenges related to justifying and implementing a general, unspecified commitment to equality of opportunity and explain that this reflects a lack of consensus regarding the moral value of PPI in research -- a profound problem that remains unaddressed. We then discuss how the presence of several opposing moral perspectives on PPI, makes determining the most appropriate way of addressing barriers to involvement complex and controversial, raising ethical implications for the work of health researchers, PPI specialists and coordinators. Finally we make suggestions on how future research can enrich the concept of 'equality of opportunity' in PPI and improve practice. While our primary focus is on the NIHR, a strong advocate of PPI in research, this analysis will point to normative and ethical considerations that may be relevant to other research institutions and funding organisations aiming to promote equality of opportunity in their public and patient involvement strategies.

Governance and regulation of the use of live animals in research and teaching is examined in Australia, Malaysia, Indonesia, the Philippines, Singapore, Thailand, China, Japan and India. A comparison of the systems in different countries will enable the determination of best practice and fit-forpurpose regulation. The most comprehensive government regulation of animal welfare in institutions covers a broad range of animals and institutions are required to have an Institutional Animal Care and Use Committee, whose membership is specified in guidelines or regulations. The work of the Committees is rigorously overseen by government and facilities that use live animals are audited externally. All countries examined have legislation governing the use of live animals in research, although only Australia and Malaysia have a fully equivalent mandated oversight of teaching. Teaching that uses live animals is partly covered in the Philippines, Japan, Singapore and Thailand This paper thus aims to review the regulation of animal use in different Asian jurisdictions in order to determine best practices that are appropriate to those settings. The most comprehensive oversight is provided in Australia and Malaysia that essentially use the same regulatory framework.

It has always been one of the hot spots of the whole society to improve teachers' quality and ability. With the progress of the era and the rapid development of biology, it puts forward higher requirements for the cultivation of biology teachers of middle school. How to cultivate a large number of high-quality biology teachers of middle school with good ethics and outstanding abilities is a focus problem worth exploring. There are some problems in the traditional training mode of biology normal students, such as backward teaching idea, unreasonable teaching arrangement and uneven teaching level. In view of these problems, normal universities should take a series of reform measures to promote the professional development of middle school biology teachers. Therefore, this paper summarizes the reform necessity, current situation and existing problems of the talent training mode. It also puts forward a series of reform measures on the talent training mode in the aspects of learning, innovation and reflection. Thus, this paper will provide important reference for the reform of talent training mode of middle school biology teachers in the future.

Recently, the new global policy framework for implementing education for sustainable development (ESD) -- "ESD for 2030" -- was launched officially. Drawing on Foucauldian theory, this paper explores biopolitical elements in "ESD for 2030." The paper contributes to previous research on ESD policy by employing a biopolitical perspective, and by highlighting problematic aspects of the framework's will to include and to adapt to different contexts. The analysis brings attention to the framework's notions of life and to how different human populations are separated. Furthermore, the analysis of the framework demonstrates how notions of transformative pedagogy, community, and the individual, assume the functions of biopolitical techniques. The findings point to a biopolitical differentiation where rich and poor populations are assumed to need different educational interventions, adapted to their socio-economic contexts, in the global educational policy quest for sustainable development. Ultimately, we consider the potential of Foucauldian ethics as an affirmative alternative to the current mode of biopolitical differentiation in global ESD policy.

Students often come to college with a limited understanding of how to ethically incorporate and cite source materials in their writing, and this is commonly cited as the leading reason for plagiarism. Studies have shown that students in STEM are more apt to plagiarize as compared to students in the humanities or social sciences, so they are an ideal population for looking at causes of plagiarism. The goal of this study was to examine college STEM student self-reported frequencies of plagiarism, ability to recognize instances of plagiarism, and justifications for why certain acts of plagiarism may or may not be acceptable. Surveys were collected from 965 STEM students taking an introductory biology class. The majority of freshmen surveyed admitted to some degree of plagiarism and found it difficult to recognize certain types of plagiarism. Juniors and seniors were less likely to report any form of plagiarism and are better able to recognize specific types, supporting previous work that point at lack of experience as the reason for most plagiarism in college. However, students at all levels were confused about the acceptability of some examples of plagiarism, such as reusing the same paper in multiple classes and some students point to external factors like grading practices in previous courses as motivators for certain types of plagiarism. Fully understanding where students still struggle to recognize plagiarism and their motivations for committing certain types of plagiarism will help in creating strategies to mitigate this common problem.

To meet complex ethical challenges in the engineering profession, students need ethics learning experiences that are integrated systematically across the engineering curriculum. Sustaining systematic changes in the engineering curriculum also calls for processes that respect and engage the engineering faculty. This paper reports the work to date of creating a faculty-driven process for infusing ethics across an undergraduate biological engineering curriculum. To illustrate this emerging change process, we report the generation of program level ethics learning objectives, the identification of an ethics course sequence, and the design, implementation, and assessment of an ethics module in a junior engineering biochemistry and microbiology course. Our project to date highlights a number of lessons for enabling a change process for program-wide ethics education in engineering. These lessons include strategies for disrupting existing curriculum patterns and encouraging novel ideas, engaging the faculty adopters of new curriculum, as well as seeking and maintaining leadership and support for ethics education in the discipline.

Many undergraduate students pursuing life science majors are not aware of job options outside of medicine and academic research, because many departments stress these as the only primary career pathways. In addition, biology students often do not have many opportunities to develop their science communication and presentation skills due to the rigorous course requirements inherent in these fields that would make them more competitive for careers in biotechnology. We developed a course using diverse pedagogies designed to introduce students to new careers in biotechnology, to help them understand the role of ethics in the drug development pipeline, and to incorporate more communication assignments, such as student presentations and journal-club-style paper discussions to more effectively prepare them for many STEM-based career possibilities. By the end of the course, students had broader knowledge of previously unknown science careers, had improved their scientific communication skills, and reported a greater understanding of course material as a result of the science communication assignments.

Bioengineering represents an interdisciplinary field with the potential to engage young learners in science inquiry and engineering design in the context of real-world challenges. Although children encounter bioengineered products and solutions in their everyday lives, they are not introduced to bioengineering until much later in school, after stereotype threats about STEM engagement have crystallized. The purpose of this paper is to present an experimental tangible tool called CRISPEE and evidence from an intervention with young children who explored CRISPEE in the context of an informal bioengineering curriculum. In this design study, 25 children aged 4-7 years engaged in a 9-h workshop designed to introduce them to foundational bioengineering concepts of gene editing, engineering design, and bioethics. Children's attitudes and content knowledge about life science, engineering, and bioengineering were assessed pre- and post-interventions. Mixed quantitative and qualitative results show that most children entered the intervention with pre-existing ideas about genes and attitudes about engineering and science. Post intervention, children demonstrated increased positive STEM attitudes and content knowledge, especially in the area of science inquiry, and also demonstrated an emerging curiosity about the purpose and effectiveness of bioengineering work, including bioethics. Implications for research and practice are discussed.

The present paper delves into the classroom dynamics of Biology classrooms taking into account teaching learning processes associated with some of the ethical issues in Biological Sciences. Argumentation and debate appear to be the major transactional approaches adopted by teachers for dealing with these issues. The classroom discourses emanating from teacher student conversations have been analysed on four planes, viz., ethical, social context, interactional context and personal agency of the teacher. Toulmin's method of argument analysis has been used in order to analyse the level of arguments of both teachers and their students. The findings reveal significant differences on all the four planes at K-12 and Undergraduate levels and, have implications for building upon teachers' pedagogical content knowledge (PCK) with respect to ethical issues.

Tumor Biology, owned by the International Society of Oncology and BioMarkers and currently published by IOS Press, lost its Clarivate impact factor of 3.650 in 2017. It has been plagued by over 100 retractions due to paper mills (including a batch of 15 papers published between 2014 and 2016 that were retracted at the end of 2021), faked peer reviews, and forged research. According to PubMed, the number of papers published by Tumor Biology has been reduced to a mere trickle, dropping from 707 in 2017 to 66 in 2018. It is unclear how Tumor Biology will be able to recover from such disastrous reputational damage and whether there is even merit in continuing its publication. Other journals for cancer and oncology research would do well to observe this case closely and learn from its mistakes. [ABSTRACT FROM AUTHOR]

Excellent film is an integrated art. It has rich knowledge and profound ideological connotations. In order to promote students' enthusiasm for learning about biology, we made some attempts on how to use movie clips for biological teaching and achieved good results. Making use of movie's sound, color, light, and animations, we tried to enrich students' perceptions from multiple perspectives and help students understand abstract concepts. Therefore, this paper proposes the idea of eliciting positive emotions by showing students movie clips to enhance their understanding of the Ebola virus infection process.

Objective: The Bioethics Teaching in Secondary Education (Project BEST) aims to promote the teaching of bioethics in secondary schools. This paper describes the development and implementation of the programme in Portugal. Design: Programme development involved two main tasks: (1) using the learning tools previously developed by the US Northwest Association of Biomedical Research and the Council of Europe and (2) applying the project in classrooms, conducting lectures on bioethics for students and teachers, and then using the previously developed learning tools. Setting: 32 schools representing the most densely populated regions of Portugal. Methods: Two surveys, based on previously validated measures, were used to evaluate the project. Results: The surveys were answered by the 179 students and 16 teachers attending a conference held by the project, which concluded the project's implementation phase. The findings point to the positive impact of this project. Conclusion: Based on evidence collected to date, it is clear that (1) students can develop reflective skills using this kind of an approach, (2) the project is well suited to secondary school syllabuses and to the age range of students from secondary schools, and (3) the teaching of values should start earlier at school, thereby helping young people develop a critical perspective on problems linked to scientific development and its implications on human health.

A major research thrust in science, technology, engineering, and mathematics (STEM) education is focused on how to retain students as STEM majors. The accumulation of seemingly insignificant negative experiences in STEM classes can, over time, lead STEM students to have a low sense of belonging in their disciplines, and this can lead to lower retention. In this paper, we explore how Judeo-Christian students in biology have experiences related to their religious identities that could impact their retention in biology. In 28 interviews with Judeo-Christian students taking undergraduate biology classes, students reported a religious identity that can conflict with the secular culture and content of biology. Some students felt that, because they are religious, they fall within a minority in their classes and would not be seen as credible within the biology community. Students reported adverse experiences when instructors had negative dispositions toward religion and when instructors were rigid in their instructional practices when teaching evolution. These data suggest that this may be a population susceptible to experiences of cultural conflict between their religious identities and their STEM identities, which could have implications for retention. We argue that more research should explore how Judeo-Christian students' experiences in biology classes influence their sense of belonging and retention.

The interdisciplinary science of conservation biology provides undergraduate biology students with the opportunity to connect the biological sciences with disciplines including economics, social science and philosophy to address challenging conservation issues. Because of its complexity, students do not often have the opportunity to practise conservation biology. To increase exposure to this science, this paper describes a virtual rainforest island on which students collect data related to forest carbon storage, while also confronting ethical issues. Students are asked to independently make decisions, collect data and explore the island before writing a research report with recommendations for the future management of the island's forests. The ethics of decision-making are addressed in the students' research reports and are reinforced through guided class discussion. Students will complete this activity with increased ethical awareness, as well as a better understanding of the challenges associated with the practise of conservation biology.

On January 2020, the WHO Director General declared that the outbreak constitutes a Public Health Emergency of International Concern. The world has faced a worldwide spread crisis and is still dealing with it. The present paper represents a white paper concerning the tough lessons we have learned from the COVID-19 pandemic. Thus, an international and heterogenous multidisciplinary panel of very differentiated people would like to share global experiences and lessons with all interested and especially those responsible for future healthcare decision making. With the present paper, international and heterogenous multidisciplinary panel of very differentiated people would like to share global experiences and lessons with all interested and especially those responsible for future healthcare decision making. [ABSTRACT FROM AUTHOR]

Purpose: The present paper aims to examine the concept of "plant blindness" in the context of current sustainability debates. "Plant blindness" was the term introduced in 1999 by the botanists and educators James H Wandersee and Elisabeth E Schussler to describe what they saw as a pervasive insensitivity to the green environment and a general neglect of plants on the part of biology education. Design/methodology/approach: The fundamental importance of plants for life on Earth and the socio-educational challenges of redacted awareness of this importance are considered. Also, the diverse physiological, psychological, philosophical, cultural and geopolitical origins and consequences of indifference to plants in relation to aspects of sustainability agendas are examined with special reference to education. Findings: An examination of the outcomes of a range of research and practical initiatives reveals how multidisciplinary approaches to education and public engagement have the potential to address the challenge of "plant blindness". The need for these opportunities to be reflected in curriculums is not widely appreciated, and the socio-economic forces of resistance to confronting plant neglect continue to be formidable. Originality/value: Plant blindness is a relatively new field of research, and the full breadth of its implications are only gradually becoming apparent. If the present paper contributes to positioning plants as an essential element in sustainability education and practice, it will have met its objective. [ABSTRACT FROM AUTHOR]

This paper elucidates the philosophical origins of the conception of plants as machines and analyses the contemporary technical and ethical consequences of that thinking. First, we explain the historical relationship between the explicit animal machine thesis of Descartes and the implicit plant machine thesis of today. Our hypothesis is that, although it is rarely discussed, the plant machine thesis remains influential. We define the philosophical criteria for both a moderate and radical interpretation of the thesis. Then, assessing the compatibility of current botanical knowledge with both interpretations, we find that neither withstands scrutiny. We trace how biological and agricultural sciences have historically relied upon thinking of plants as machines and how they continue to do so today through rhetoric centred on breeding, biotechnology, and production. We discuss some of the most important legal and ethical consequences of obscuring the vitality of plants. Finally, we explore less reductive and destructive ways of thinking about, and using, plants. [ABSTRACT FROM AUTHOR]

Background: Southeast Asia is known for its rich linguistic, cultural and biological diversity. While ethnobiology in the west has benefitted greatly from intellectual and methodological advances over the last decades, the status of Southeast Asian ethnobiology is largely unknown. This study aims to provide an analysis of the current status of ethnobiology in Southeast Asia and outlines possibilities for future advancements. Methods: We accessed papers cited in the Scopus and Web of Science databases for the period of 1960 to 2014 using the current as well as previous names of the 11 Southeast Asian countries and various disciplines of ethnobiology as key words. We juxtaposed the number of publications from each country against its number of indigenous groups and languages, to see if ethnobiology research has addressed this full spectrum of ethnical diversity. The available data for the last ten years was analysed according to the five phases concept to understand the nature of studies dominating Southeast Asian ethnobiology. Results and conclusions: A total number of 312 publications were recorded in the databases for the period 1960-2014. Indonesia ranks highest (93 studies), followed by Thailand (68), Malaysia (58) Philippines (42), Vietnam (31), Laos (29), and other Southeast Asian countries (44). A strong correlation was found between the number of publications for each country, the number of indigenous groups, and the number of endangered languages. Comparing the data available for the period 2005-2009 with 2010-2014, we found a strong increase in the number of phase 5 publications. However, papers with bioprospecting focus were also on the rise, especially in Malaysia. Our study indicates that ethnobiologists still need to realise the full potential of the Biocultural Diversity of Southeast Asia, and that there is a strong need to focus more on socially relevant research. [ABSTRACT FROM AUTHOR]

Copyright of Jus et Civitas is the property of Petroleum - Gas University of Ploiesti and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper provides a brief overview of Ludwig von Bertalanffy's contributions to the evolution of the fields of biology and systems theory and the significance of his work in relation to contemporary developments across a broad spectrum of disciplines. In documenting some of the ways in which his insights have remained relevant, inspiring scholars and practitioners in a variety of fields, it also addresses the philosophical and ethical implications inherent in Bertalanffy's work. Perhaps one of the most striking dimensions of his writing is his passionate critique of mechanistic science, which he sees as dehumanizing and as responsible for many of the challenges confronting humanity. In contrast, he emphasized the humanistic orientation of his conception of general systems theory as an approach that could provide guidelines and support for addressing these challenges. [ABSTRACT FROM AUTHOR]

Treatable cancers are on the rise due to improved early diagnosis and more innovative treatments, and preventative strategies against cancer are becoming a global concern. With the rapidly increasing complexity of cancer treatment, a clear definition of what constitutes ethical cancer care has become a matter of great debate. This situation is more complex in a developing country where healthcare resources are limited. Doctors, nurses and public health professionals engaged in the prevention, screening, diagnosis, treatment and research of cancers are often posed with ethical dilemmas while making complex choices. With a special focus on low- and middle-income countries, this paper is intended to highlight these real-world ethical concerns facing those involved in the management of cancer patients. While taking a neutral view, this paper has adopted a theme-wise approach to discuss barriers in cancer care. [ABSTRACT FROM AUTHOR]

Evolutionary psychologists often try to 'bring together' biology and psychology by making predictions about what specific psychological mechanisms exist from theories about what patterns of behaviour would have been adaptive in the EEA for humans. This paper shows that one of the deepest methodological generalities in evolutionary biology-that proximate explanations and ultimate explanations stand in a many-to-many relation-entails that this inferential strategy is unsound. Ultimate explanations almost never entail the truth of any particular proximate hypothesis. But of course it does not follow that there are no other ways of 'bringing together' biology and psychology. Accordingly, this paper explores one other strategy for doing just that, the pursuit of a very specific kind of consilience. However, I argue that inferences reflecting the pursuit of this kind of consilience with the best available theories in contemporary evolutionary biology indicate that psychologists should have a preference for explanations of adaptive behavior in humans that refer to learning and other similarly malleable psychological mechanisms-and not modules or instincts or any other kind of relatively innate and relatively non-malleable psychological mechanism. [ABSTRACT FROM AUTHOR]

Abstract On January 2020, the WHO Director General declared that the outbreak constitutes a Public Health Emergency of International Concern. The world has faced a worldwide spread crisis and is still dealing with it. The present paper represents a white paper concerning the tough lessons we have learned from the COVID-19 pandemic. Thus, an international and heterogenous multidisciplinary panel of very differentiated people would like to share global experiences and lessons with all interested and especially those responsible for future healthcare decision making. With the present paper, international and heterogenous multidisciplinary panel of very differentiated people would like to share global experiences and lessons with all interested and especially those responsible for future healthcare decision making.

The theoretical strenghts of Charles Darwin’s argument in the Origin of Species In the last 160 years, evolutionary biology has witnessed a considerable expansion in its theoretical structure and the wealth of empirical evidence to its support. In this paper I analyse the evidence presented in The origin of species (1859), with the aim of arguing for some specific theses in the philosophy of science, namely: (1) that the employment of a diverse array of methods, as well as of (2) a diverse array of evidence provides the theory with scientific robustness; (3) that explanation and prediction are both important for the success of the theory; (4) that laws are not necessary to confer evolutionary biology the status of science; (5) that crucial experiments are not possible in this domain.

Historical Narratives in Scientific Research: the Case of Evolutionary Biology Evolutionary biology provides some hints to analyse the articulations and possible issues which arise from the integration between scientific practise and historical-philosophical reflection. Indeed, the study of organic change has been carried out by scientists poised to play on more than one table, becoming the major players in the dialogue among science, epistemology and history of science. In particular, during the XX century a number of biologists made the historical-epistemological reflection a work tool. This, however, poses a number of questions: which role do historical narratives play for the scientist? What drives his choices of authors and issues to tackle? Can we consider scientists’ historical narratives as rhetorical devices to legitimise their own scientific agenda? By framing such issues in the field of evolutionary biology, the present article aims at reconsidering the use of historical narratives in science. The paper will consist of three sections. In the first part, I will retrace the main steps of the debate on the role of history of science in scientific practise and education. In the second paragraph, I will examine how the classical historical narratives provided by twentieth-century biologists have come under considerable criticism over time. A third and last section will examine the interplay between the latest evolutionists’ narratives and the current approaches in the historiography of evolutionary biology.

Synthetic Biology and Renewal of the Ethics of the Research. From the Genome Editing to Organoids of the Brains In this paper I will address the philosophical and scientific impact brought up by “synthetic biology” from the beginning of embryogeny to the fabrication of organoids, to analyze how this paradigm shift impacts on our definition of what a good life is, or should be, in rehabilitation a dialog between sciences and philosophy.

It is a well-known feature of Aristotle's biology that he resorts to the analogy with human art to explain the concept of final causality operative in living things. In this Aristotle's theory of biology is explicitly anti-Empedoclean: whereas for Empedocles a randomly generated animal part is preserved if it happens to suit an expedient function, for Aristotle the formal nature produces an animal part with a useful function in view. In this article, by contrast, I focus on those cases in Aristotle's biology in which nature adapts an apparently purposeless part to some useful function (for example, the omentum). I argue that such cases not only indicate a partial return of Empedocles' logic of generation but are also thought by Aristotle by analogy with human prudence (as opposed to human art). To consider Aristotle's account of nature as prudent is not only to disclose a hitherto underappreciated aspect of his biology but also to gain a more comprehensive understanding of prudence in his ethics. [ABSTRACT FROM AUTHOR]

Taking inspiration from Wittgenstein, we will propose two possible truces for the debates about moral nativism. Keywords: Development; Biology; Infancy; Morality; Nativism EN Development Biology Infancy Morality Nativism 180 187 8 08/07/21 20210501 NES 210501 Two or three decades ago, the so-called heredity-environment question was the center of lively controversy. Nativism, it is said, is a theory about what that starting point is; moral nativism is a theory about the starting point of moral development. We may therefore call the moral nativism debate a two-front war: moral nativists argue both against scholars who propose that morality is learned rather than innate and against scholars who reject the innate-learned dichotomy altogether. [Extracted from the article]

Race, Subjection and Culture in William Edward Burghardt Du Bois Despite the fact that it is widely established that the concept of race doesn’t have a biological foundation, it is still discussed whether it might have a political and social meaning. A key elaboration of a possible non-biological use of this concept is the one of W. E. Du Bois, which we try to analyze in this paper. Thanks to recent theoretical formulation and reinterpretation of this author, we try to articulate Du Bois use of “race” following three axes (social ontology, subjection and subjectivation process). In conclusion we discuss a potential major critical issue in Du Bois’s argument.

Georges Canguilhem's Biophilosophy The eminent French biologist and historian of biology, François Jacob, once notoriously declared «On n’interroge plus la vie dans les laboratoires»: laboratory research no longer inquires into the notion of “Life”. Certain influential French philosophers of science of the mid-century such as Georges Canguilhem would disagree, or at least seek to resist some of Jacob’s diagnosis. Not by imposing a different kind of research program in laboratories, but by an unusual combination of historical and philosophical inquiry into the foundations of the life sciences (particularly medicine, physiology and the cluster of activities that were termed “biology” in the early 1800s). Canguilhem speaks of «defending vitalist biology» and declares that Life cannot be grasped by logic (or at least, «la vie déconcerte la logique»). Is this history and philosophy of biology? Is it vitalism? It definitely is a different project from current philosophy of biology. One short-lived term for it was “biophilosophy”. In this paper I explore the content of this term as it relates to the above questions.

To the modern eye, Ulisse Aldrovandi’s work presents an evident discrepancy: it offers elements which have been interpreted as first steps in modern biology. Among them, the illustrations immediately draw attention, as they prove a new way of observing and describing nature, contrasting with the medieval symbolic approach of plants and animals. But some of the illustrations are obviously wrong, imaginary, or clumsy. Generally, modern history of sciences has rejected these as errors, arguing that their presence was due to the immaturity of a boring new science. This paper aims to present another way of considering the coexistence of contradictory elements in Aldrovandi’s scientific discourse: these elements must not be judged and classified from our modern point of view. They testify to the existence of a mainly different and polymorphic, but coherent representation of nature.

This paper focuses on the important disputation about biomoral enhancement, the new frontier of human enhancement international debate. In the first part, it analyses the main issues of Unfit for the future, the 2012 book of Savulescu and Persson, which represents a very relevant step within this theme. In the second part, it considers some arguments against Persson and Savulescu’s thesis and their own replies. Finally, it develops some arguments to show the difficulties related to the idea that it is possible to clearly understand the nature of a moral enhancement and point out the hurdle to circumscribe the basic elements we have to intervene on in order to obtain a real improvement of human moral attitudes

The article offers information on molecular epigenetics provides information to expand the scope of bioethics along with environmental and public health ethics. Topics discussed include epigenetics could not be explained by the changes in the DNA sequence; molecular bridge between physicochemical and psychosocial environments; and need to promote social justice and environmental protections.

Moral progress may be a matter of time scale. If intuitive measures of moral progress like the degree of physical violence within a society are taken as empirical markers, then most human societies have experienced moral progress in the last few centuries. However, if the development of the human species is taken as relevant time scale, there is evidence that humanity has experienced a global moral decline compared to a small-band hunter-gatherer (SBHG) baseline that represents a lifestyle presumed to largely account for 99% of human history. A counter-argument to such a diagnosis of moral decline is the fact that the living conditions of the modern world that emerged since sedentariness and the beginning of agriculture are completely different compared to those of SBHG due to cultural and technological developments. We therefore suggest that two notions of moral progress should be distinguished: a 'biological notion' referring to the inherited capacities typical of the evolutionary niche of mammals and that unfold in a specific way in the human species; and a 'cultural notion' that relates moral progress to dealing with an increasing diversity of temptations and possible wrongdoings in a human social world whose complexity accumulates in time. In our contribution, we describe these two different notions of moral progress, we discuss how they interact, how this interaction impacts the standards by which we measure moral progress, and we provide suggestions and justifications for re-aligning biological and cultural moral progress. [ABSTRACT FROM AUTHOR]

'Pale Blue Dot' and 'Anthropocene' are common tropes in astrobiology and often appear in ethical arguments. Both support a decentering of human life relative to biological life in terms of value. This article introduces a typology of life-value narratives: hierarchical narratives with human life above other life and holistic narratives with human life among other life. Astrobiology, through the two tropes, supports holistic narratives, but this should not be viewed as opposed to Christianity. Rather, Christian scriptures provide seeds of both hierarchical and holistic narratives, each of which may flourish in different environments. By attending to which aspects of human life are valued-or disvalued-relative to biological life, we can better understand how life-concepts do work in ethics, anthropology, and soteriology in secular as well as theological contexts. [ABSTRACT FROM AUTHOR]

The concept of death and its relationship to organ transplantation continue to be sources of debate and confusion among academics, clinicians, and the public. Recently, an international group of scholars and clinicians, in collaboration with the World Health Organization, met in the first phase of an effort to develop international guidelines for determination of death. The goal of this first phase was to focus on the biology of death and the dying process while bracketing legal, ethical, cultural, and religious perspectives. The next phase of the project will include a broader group of stakeholders in the development of clinical practice guidelines and will use expert consensus on biomedical criteria for death from the first phase as scientific input into normative deliberation about appropriate policies and practices. Surely, science alone cannot resolve the normative and philosophical questions intertwined in debates about moral status, legal and moral rights, the ethics of killing, and personhood and the nature of the self; however, scientific input is necessary for informed moral deliberation. An objective and unbiased investigation of the biology of death is independent of, and should be undertaken prior to, an analysis of the normative questions engendered by debate about determination of death. This strategy is explicitly endorsed by the International Guidelines for Determination of Death and reflects the prevailing view of these issues in the mainstream medical literature. However, this mainstream literature, exemplified by the IGDD group's recent report, does not exhibit any of the characteristics usually associated with a scientifically rigorous investigation, such as making empirically testable and falsifiable claims, a commitment to evidence and logic over authoritative assertion, or a willingness to revise hypotheses and theories in light of new evidence. Indeed, the core claims and methodologies of the mainstream medical literature on death, both of which are represented by the IGDD report, are not merely scientifically unjustified; they are not science at all. This situation creates a problem for the integrity of science and the academy, and it unjustly obscures and prevents legitimate democratic and moral deliberation about issues that, at bottom, are normative, not scientific. [ABSTRACT FROM AUTHOR]

This article describes how biology textbooks can work to discursively constitute a particular kind of 'ethical subjectivity.' Not only do textbooks constrain the possibilities for thought and action regarding ethical issues, they also require a certain kind of 'subject' to partake in ethical exercises and questions. This study looks at how ethical questions/exercises found in four Ontario textbooks require students and teachers to think and act along specific lines. These include making ethical decisions within a legal-juridical frame; deciding what kinds of research should be publically funded; optimizing personal and population health; and regulation through policy and legislation. While engaging ethical issues in these ways is useful, educators should also question the kinds of (ethical) subjectivities that are partially constituted by discourses of science education. If science education is going to address twenty-first century problems such as climate change and social inequality, educators need to address how the possibilities for ethical engagement afforded to students work to constitute specific kinds of 'ethical actors.' [ABSTRACT FROM AUTHOR]