Kopelman L M
Department of Medical Humanities, East Carolina School of Medicine, Greenville, NC 27858, USA.
J Med Philos. 1998 Jun;23(4):356-68. doi: 10.1076/jmep.23.4.356.2576.
Bioethics and humanities (inclusive of medical ethics, health care ethics, environmental ethics, research ethics, philosophy and medicine, literature and medicine, and so on) seems like one field; yet colleagues come from different academic disciplines with distinct languages, methods, traditions, core curriculum and competency examinations. The author marks six related "framework" features that unite and make it one distinct field. It is a commitment to (1) work systematically on some of the momentous and well-defined sets of problems about the human condition that drive our field (such as death and dying, disability, confidentiality, professionalism, informed consent, abortion, euthanasia, assisted suicide, personhood, health-care resource allocation and environmental ethics, as well as the impact of new technologies, including genetic and reproductive); (2) use interdisciplinary approaches to unravel them; (3) employ cases and practical reasoning to understand problems and solve answers; (4) apply teaching methods and goals associated with John Dewey to make students better problem-solvers; (5) find morally justifiable solutions to the problems driving our field; and (6) seek interdisciplinary and collaborative scholarship, service or teaching.
生物伦理学与人文学科（包括医学伦理学、医疗保健伦理学、环境伦理学、研究伦理学、哲学与医学、文学与医学等等）看似是一个领域；然而，其从业者来自不同的学术学科，有着各自独特的语言、方法、传统、核心课程和能力考试。作者指出了六个相关的“框架”特征，这些特征将该领域统一起来并使其成为一个独特的领域。这一领域致力于：（1）系统地研究一些关于人类状况的重大且明确的问题集，这些问题推动着我们这个领域（如死亡与临终、残疾、保密、职业精神、知情同意、堕胎、安乐死、协助自杀、人格、医疗保健资源分配和环境伦理学，以及包括基因和生殖技术在内的新技术的影响）；（2）运用跨学科方法来剖析这些问题；（3）采用案例和实践推理来理解问题并得出解决方案；（4）应用与约翰·杜威相关的教学方法和目标，以使学生成为更好的问题解决者；（5）为推动我们这个领域的问题找到道德上合理的解决方案；以及（6）寻求跨学科和合作性的学术研究、服务或教学。
