Kabasenche William P
School of Politics, Philosophy, and Public Affairs, Center for Reproductive Biology, Washington State University, Pullman, WA 99164-4880.
J Microbiol Biol Educ. 2014 Dec 15;15(2):135-8. doi: 10.1128/jmbe.v15i2.841. eCollection 2014 Dec.
I offer a normative argument for a collaborative approach to teaching ethical issues in the sciences. Teaching science ethics requires expertise in at least two knowledge domains-the relevant science(s) and philosophical ethics. Accomplishing the aims of ethics education, while ensuring that science ethics discussions remain grounded in the best empirical science, can generally best be done through collaboration between a scientist and an ethicist. Ethics as a discipline is in danger of being misrepresented or distorted if presented by someone who lacks appropriate disciplinary training and experience. While there are exceptions, I take philosophy to be the most appropriate disciplinary domain in which to gain training in ethics teaching. Science students, who must be prepared to engage with many science ethics issues, are poorly served if their education includes a misrepresentation of ethics or specific issues. Students are less well prepared to engage specific issues in science ethics if they lack an appreciation of the resources the discipline of ethics provides. My collaborative proposal looks at a variety of ways scientists and ethicists might collaborate in the classroom to foster good science ethics education.
我提出一个规范性论证，支持采用合作的方式在科学领域中教授伦理问题。教授科学伦理至少需要两个知识领域的专业知识——相关科学和哲学伦理学。要实现伦理教育的目标，同时确保科学伦理讨论始终以最佳实证科学为基础，通常最好通过科学家和伦理学家之间的合作来完成。如果由缺乏适当学科培训和经验的人来呈现，伦理学作为一门学科有被错误表述或歪曲的风险。虽然有例外情况，但我认为哲学是获得伦理教学培训的最适当学科领域。如果科学专业学生的教育中存在对伦理学或特定问题的错误表述，他们就无法为应对众多科学伦理问题做好充分准备。如果学生不了解伦理学学科所提供的资源，他们就不太能准备好应对科学伦理中的特定问题。我关于合作的提议探讨了科学家和伦理学家在课堂上可能进行合作以促进良好科学伦理教育的各种方式。
