Devereaux Mary L
University of California, San Diego, Research Ethics Program, Department of Pathology, La Jolla, CA 92093-0612.
J Microbiol Biol Educ. 2014 Dec 15;15(2):165-8. doi: 10.1128/jmbe.v15i2.857. eCollection 2014 Dec.
Training in the responsible conduct of research (RCR) is meant to ensure that federally funded scientists have the knowledge, skills, and resources necessary to conduct science in line with agreed upon scientific norms and ethical principles. At its institutional best, RCR education begins early, with reinforcement in subsequent stages of career development. Studies suggest, however, that scientists perceive the push to think about ethical matters negatively, narrowly equating ethics with burdensome oversight and regulation, or with controversies in a few highly charged areas. For their part, RCR instructors contribute to this narrow conception of ethics education by placing disproportionate emphasis on the misconduct of the few and its career-destroying consequences. The result is an ethics that is both individualistic and uncritical, an ethics incapable of explaining the threat to scientific integrity posed by a rigidly hierarchical distribution of power, severe competition for funding, a "winner takes all" credit system, and many other features of ordinary science. What is needed is a broader, richer conception of ethics, one that focuses not only on individual instances of misconduct, but also on the growing gap between the normative ideals of science and its institutional reward systems.
科研行为责任（RCR）培训旨在确保获得联邦资助的科学家具备按照公认的科学规范和伦理原则进行科研所需的知识、技能和资源。在机构层面做到最好的情况下，RCR教育应尽早开始，并在职业发展的后续阶段不断强化。然而，研究表明，科学家们对思考伦理问题的推动持负面看法，将伦理狭隘地等同于繁琐的监督和监管，或者等同于少数几个高度敏感领域的争议。就RCR教师而言，他们过度强调少数人的不当行为及其对职业生涯的毁灭性后果，从而助长了这种对伦理教育的狭隘观念。结果是一种既个人主义又不加批判的伦理，这种伦理无法解释权力的严格等级分配、激烈的资金竞争、“赢家通吃”的信用体系以及普通科学的许多其他特征对科学诚信构成的威胁。我们需要的是一种更广泛、更丰富的伦理观念，它不仅关注不当行为的个别案例，还关注科学的规范理想与其机构奖励体系之间日益扩大的差距。
