Fundamentals of Bioethics
Education for Schools and
Universities
Dr Lindsey Conner
Global Trends
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The applications of science are
under increasing scrutiny
There is a growing awareness about
bioethics - social responsibility
Citizens of the future will need to
make decisions (personal and that
affect society as a whole)
Challenges for Bioethics Education
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Ethical decisions are influenced by
personal, social, cultural and emotional
dimensions, values and conventions
Curriculum is not values free
Values are promoted as much by what is
omitted as by what is included
Selection of appropriate content
imperative for relevancy
Goals of Bioethics Education
To increase respect for life
 To balance the benefits and risks of
science and technology
 To understand better the diversity of
views of different persons
(Macer, 2004)
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What should we target in bioethics
education?
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Development of content Knowledge
Development of reflective processes
(individual/societal views)
Exploration of morals/values (values
clarification)
Knowledge about bias and how to detect it
(values analysis)
Skills for developing “informed choice”
Teaching about bioethics
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Need to emphasise the importance of
bioethical decision-making
Need to question the direction and
principles underlying scientific endeavours
Cannot use conventional ways of
transmitting knowledge
Need to explore what students know and
think
Need to challenge students ideas
Need to show examples of critical thinking
Approaches for teaching bioethics
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Experiential (students explore
multiple possibilities/solutions and
experience making decisions)
Interactive (students discuss reasons
for different views)
Access existing knowledge
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Brainstorming/categorising
Small discussions
Pre-tests
Surveys
Pre-write paragraphs/ essays
Use of cue cards
Build on existing knowledge
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Teacher indicates new science/technology
content
Student-centred inquiry but prompted by
the teacher/educator
Students question what they need to know
and therefore what they should do to find
out
Enabling knowledge development
Students need to know skills for inquiry/critical analysisDo they already know how to be critical?
Teacher provides scaffolding of skills though
 Questions (oral and written)
 Prompts
 Checklists
 Statements of purpose
 Modelling reflective thinking of own views
 Modelling metacognitive skills to evaluate information
 Using sequence diagrams
 Using examples of thinking related to decision-making
Extending knowledge
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Small group/whole class discussions
Use of case studies
Use of example/scenarios with associated
decision-making
Role plays
Model building
Set up continuums of possible solutions
Paired comparisons with questions
Challenge students
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Get students to answer “why did you
think that?”
Accept multiple answers as being
correct
Encourage students to ask each
other questions
Encourage an awareness of multiple
perspectives
Get students to state the
uncertainties (detect bias and
evaluate the validity of claims)
Assessment of Learning in
Bioethics
Dilemmas because of controversy and
multiplicities (no correct answer)
 Demonstrate respect for life
 Communicate the benefits and risks of
science and technology
 Communicate multiple perspectives
 Acknowledge individual, social, cultural
and political influences on decisionmaking
What is needed?
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Develop activities that:
Explore students’ existing knowledge
and ideas
Build on this existing knowledge
Assess students’ thinking about
benefits and risks of science and
technology
Assess awareness of multiple views
and influences on decision-making