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Bioethics
Instructor: Joseph M. Vukov
Meeting Time: TBD
Location: TBD
Office: TBD
Office Hours: TBD
Email: joseph.vukov@gmail.com, jvukov@fordham.edu
Course Information: available at TBD
Course Objectives: This course introduces students to contemporary issues in bioethics. Bioethics is an
important field in that it raises many pressing issues, but complicated in that it involves technological,
legal, cultural, and moral dimensions. The objectives of the course are fourfold:
First, students who successfully complete the course will demonstrate the mastery of important critical
thinking skills. These skills include, but are not limited to: the ability to use logic to recognize sound,
valid, inductive, and fallacious moral arguments; the ability to write clearly and concisely; the ability to
present a philosophical argument orally; the ability to read a piece of philosophy critically; and the
ability to construct moral arguments.
Second, students will demonstrate understanding of contemporary bioethical issues in their
technological, legal, cultural, and moral dimensions. Issues covered may include: paternalism and
patient autonomy, informed consent, human research, abortion, reproductive technologies, genetic
choices, euthanasia, health care resources, fair distribution of scarce resources, and neuroethics.
Third, students who successfully complete the course will be able to use their knowledge to arrive at
informed and justified moral conclusions. There are two dimensions to this objective: First, students
will be able to approach bioethical issues from a variety of theoretical standpoints. Second, students
will be able to formulate their own responses to bioethical issues using the theories and methods
covered in class.
Notice from the Office of Disability Services. Under the Americans with Disabilities Act and Section 504
of the Vocational Rehabilitation Act of 1973, all students, with or without disabilities, are entitled to
equal access to the programs and activities of Fordham University. If you believe that you have a
disabling condition that may interfere with your ability to participate in the activities, coursework, or
assessment of the object of this course, you may be entitled to accommodations. Please schedule an
appointment to speak with someone at the Office of Disability Services (Rose Hill - O’Hare Hall, Lower
Level, x0655 or at Lincoln Center – Room 207, x6282).
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Texts
Required
Vaughn, Lewis – Bioethics, 2nd Edition – ISBN 0199796238
Additional Readings Available on ERes
Recommended: Style: Toward Clarity and Grace by Joseph Williams – ISBN 978-0226899152
Academic Integrity
Plagiarism and other forms of cheating will not be tolerated. All offenses will be reported to the dean of
the student’s college. You are responsible for knowing what plagiarism is – ignorance is no excuse.
Penalties for cheating are – at minimum – as follows:
First Offense: The student will receive an F on the assignment. Second Offense: The student will receive
an F in the course. For this university’s full official policy on academic integrity, see: WEBSITE
Basic Expectations
I expect from you:
 Interaction: I expect you to interact regularly, intelligently, and respectfully with the
readings, with your classmates, and with me.
 Preparation: I expect you to complete your readings and assignments by the day for which
they are assigned.
 Thoughtfulness: I expect all of your work to demonstrate time spent thinking. Our texts all
merit careful reading; the issues and ideas we will be covering are complex. In short,
whether you are explaining another’s view or putting forward your own, I expect your work
to reflect effort.
 Punctuality: I expect you to arrive to every class session and turn in every assignment on
time. Late assignments will not be accepted unless prior arrangements have been made at
least three days before the assignment is due.
 To turn off any screens: Computers and cell phones are not to be used in the classroom.
You Can Expect from Me:



Timeliness: I will return your assignments in a timely fashion. I will also reply to emails within 48
hours of receiving them.
Preparation: I will come to class well-prepared for the day’s session.
Availability: I will be available at office hours or whenever we can find time to answer your
questions about assignments, grading, or other aspects of the course.
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Means of Evaluation
Your final grade will be a weighted one. This means that various assignments will count towards a
certain percentage of your final grade. The assignments and their respective weights are listed below;
the descriptions are all subject to (slight) modification:
Reading Reflections (2 pages x 5 reflections): 40%
In your reading reflections, you will (i) summarize an argument from a reading of your choice and (ii) do
something with it. To be more specific about (ii) – you may (a) critique the argument, (b) agree with the
argument but expand on it, (c) apply the argument to an actual or hypothetical situation, or (d) do
something else creative with the argument. You will be allowed to complete two drafts of each reading
reflection. After you submit your first draft, I will return your paper with a tentative grade and
comments. You should then revise the reflection according to these comments before submitting your
second and final draft. Only the highest score of the two written drafts will be recorded. First drafts of
reflections are due on the day for which the reading is assigned, and you may submit reflections to any
of the readings we cover in class. Final drafts are of reflections are due one week after I return
comments on your first draft. Also, take note – I reserve the right to take up to four days to return
comments, so you should plan your submissions accordingly.
Reflection: Presentation: 5%
In addition to submitting written reflections, you will also use one of your reflections as the basis of an
in-class presentation. While your presentation can (and should) be based on your written reflection,
you must expand the reflection to include (i) an analysis of the reading, (ii) a critique or expansion of the
author’s argument, and (iii) questions to spur class discussion. Presentations will be assigned based on a
first-come, first-serve basis.
Advanced Directive Project: 10%
To help facilitate our discussion of patient consent, and to help you think about how the issues we will
be covering apply to you, you will complete an advanced directive for your own end-of-life care. In
addition to completing your advanced directive, you will write a paper explaining (and, if you want,
defending) the choices you make throughout it. You will have the option to make your advanced
directive legally binding, but will not be required to do so.
We will be using the Mayo Clinic’s Advanced Directive, which can be accessed at the link below:
http://mayoclinichealthsystem.org/~/media/Shared%20Files/Documents/SW%20MN%20Documents/An
%20Advance%20Health%20Care%20Directive.pdf
Details about your accompanying papers will be distributed at a later date.
Project Due: Class 14
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Attendance: 5%
Attendance will be recorded at every class session, and is mandatory. For every unexcused absence, I
will deduct 1 percentage point from your attendance grade (i.e. if you miss one session, you will receive
4% for attendance; two sessions, 3%; and so on). For the university’s policy on excused absences, see:
WEBSITE ON EXCUSED ABSENCES.
Final Paper (5 pages): 20%
In your final paper, you may either write about a topic of your choice [to be pre-approved by me], or
choose from a list of topics I will distribute. In this paper, I will expect you to demonstrate all the skills
you have acquired throughout the semester; you should demonstrate a thorough understanding of any
books or articles with which you interact as well an ability to articulate and defend a moral argument. In
your final paper, however, I also expect you to formulate an original position, one in which at least some
of your premises and/or defenses are your own.
As in your reflections, you will be allowed to complete two drafts of your final paper. However, rather
than receiving comments from me after your first draft, you will receive comments from each other.
Part of a class session will be set aside to facilitate this peer review editing. I will also be willing to meet
with you one-on-one to discuss first drafts. You will then revise your paper based on the comments you
receive, and submit a final draft to me.
Final Paper Peer Review: Class 27
Final Paper Due: Class 30
Final: 20%
The final will be cumulative and will consist mostly of short answer questions. More information and a
review sheet will be distributed near the end of the semester.
Topics and Readings
Unless otherwise indicated, all readings can be found in Vaughn, Bioethics
Topics and readings are subject to alteration – not ALL topics and readings below will be covered.
Course Introduction
Class 1 – Course Welcome and Introduction
Class 2 – Philosophical Tools – Chapter 1
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Class 3 – Theories and Principles in Philosophical Ethics, Part I – Chapter 2 [first half]; selections from
Mill and Kant
Class 4 – Theories and Principles in Philosophical Ethics, Part II – Chapter 2 [second half]; selections
from Aristotle and Rawls
Fair Distribution of Scarce Resources
Class 5 – John Harris – The Survival Lottery [Blackboard]
Class 6 – Alvin H. Moss and Mark Siegler – Should Alcoholics Compete Equally for Liver Transplantation?
[Blackboard]; Robert M. Veatch – How Age Should Matter: Justice as the Basis for Limiting Care
to the Elderly [Blackboard]
Class 7 – Janet Radcliffe-Richards et al. – The Case for Allowing Kidney Sales [Blackboard]
Paternalism and Informed Consent
Class 8 – Introduction to Paternalism – Chapter 3, Intro and Cases; Bouvia v. Superior Court
Class 9 – Gerald Dworkin – Paternalism
Class 10 – Alan Goldman – The Refutation of Medical Paternalism; Terrence F. Ackerman – Why Doctors
Should Intervene
Class 12 – Introduction to Informed Consent – Chapter 5, Intro with Cases
Class 13 – Ruth R. Faden and Tom L. Beauchamp – The Concept of Informed Consent; Caterbury v.
Spence
Class 14 – Levine, Robert J. – Informed Consent: Some Challenges to the Universal Validity of the
Western Model
Human Research
Class 14 – Introduction to Human Research – Chapter 6, Intro with Cases; Nuremburg Code; Belmont
Report – Advanced Directive Project Due
Class 15 – Samuel Hellman and Deborah S. Hellman – Of Mice but not Men: Problems of the
Randomized Clinical Trial; Benjamin Freedman – A Response to a Purported Ethical Difficulty
with Randomized Clinical Trials Involving Cancer Patient
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Class 16 – Marcia Angell – The Ethics of Clinical Research in the Third World – Baruch Brody – Ethical
Issues in Clinical Trials in the Third World
Class 17 – Rebecca Skloot – excerpts from The Immortal Life of Henrietta Lacks [ERes]
Abortion
Class 17 – Introduction to Abortion – Chapter 7, Intro and Cases; Roe v. Wade
Class 18 – Judith Jarvis Thomson – A Defense of Abortion; Don Marquis – Why Abortion is Immoral
Class 19 – John T. Noonan, Jr. – An Almost Absolute Value in History; Michael Tooley – A Defense of
Abortion and Infanticide
Euthanasia
Class 20 – Introduction to Euthanasia – Chapter 10, Intro and Cases; Vacco v. Quill, U.S. Supreme Court
Class 21 – James Rachels – Active and Passive Euthanasia; John D. Arras – Physician-Assisted Suicide: A
Tragic View
Class 22 – Dan W. Brock – Voluntary Active Euthanasia; Daniel Callahan – When Self-Determination
Runs Amok; John Lachs – When Abstract Moralizing Runs Amok
Genetic Choices
Class 23 – Introduction to Genetic Choices – Chapter 9, Intro and Cases
Class 24 – John Harris – Is Gene Therapy a Form of Eugenics? Walter Glannon – Genetic Enhancement
Class 25 – In Class Movie – GATTACA (1997)
Health Care: Rights and Resources
Class 27 – Introduction to Health Care Rights – Chapter 11, Intro and Cases – Final Paper Peer Review
Class 28 – Norman Daniels – Is There a Right to Health Care and, if So, What Does It Encompass?; Allen
E. Buchanan – The Right to a Decent Minimum of Health Care
Class 29 – H. Tristram Engelhardt, Jr. – Rights to Health Care, Social Justice, and Fairness in Health Care
Allocations: Frustrations in the Face of Finitude
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Bioethics Issues in Nursing
Class 30 – Introduction to Bioethics Issues in Nursing – American Nurses Association – Code of Ethics for
Nurses – Final Paper Due
Class 31 – Lisa H. Newton – In Defense of the Traditional Nurse
Class 32 – Helga Kuhse – Advocacy or Subservience for the Sake of Patients?
Neuroethics
Class 33 – Introduction to Neuroethics – Martha J. Farah – Introduction to Neuroethics [Blackboard]
Class 34 – Turhan Canli and Zenab Amin – Neuroimaging of Emotion and Personality: Ethical
Considerations [Blackboard]
Class 35 – Adam J. Kolber – Ethical Implications of Memory Dampening
Class 36 – Martha Farah, et al. – Neurocognitive Enhancement: What Can We Do and What Should We
Do? [Blackboard]
Class 37 – Course Summary and Review
Euthanasia
"Voluntary Active Euthanasia," Dan W. Brock
"Physician-Assisted Suicide: A Tragic View," John D. Arras
"Active and Passive Euthanasia," James Rachels
Vacco v. Quill, U.S. Supreme Court
Health Care Resources
"Is There a Right to Health Care and, if So, What Does It Encompass?," Norman Daniels
"The Right to a Decent Minimum of Health Care," Allen E. Buchanan
"Rights to Health Care, Social Justice, and Fairness in Health Care Allocations: Frustrations in the Face of
Finitude," H. Tristram Engelhardt, Jr.
Fair Distribution of Scarce Resources
“Should Alcoholics Compete Equally for Liver Transplantation?” Alvin H. Moss and Mark Siegler[Eres]
“How Age Should Matter: Justice as the Basis for Limiting Care to the Elderly,” Robert M. Veatch [Eres]
“The Case for Allowing Kidney Sales,” Janet Radcliffe-Richards et al. [Eres]
Neuroethics
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Date
May 27
May 28
May 29
June 2
June 3
June 4
June 5
June 9
June 10
June 11
June 12
June 16
June 17
June 18
June 19
June 23
June 24
June 25
June 26
Reading
Topic
Chapter 1
Course Introduction
Chapter 2
Philosophical Ethics
Harris; Moss & Siegler
Fair Distribution of
[ERes]
Scarce Resources
Veatch; RadcliffeFair Distribution of
Richards et al. [ERes]
Scarce Resources
Intro with Cases; Bouvia In-Class Movie – A
v. Superior Court
Beautiful Mind
Dworkin; Goldman;
Paternalism
Ackerman; AMA Council
on Ethical and Judicial
Affairs
Intro and Cases; Faden
Informed Consent
and Beauchamp;
Caterbury v. Spence
Levine
Intro and cases;
Human Research
Nuremburg code;
Hellman and Hellman;
Freedman; Belmont
Report
Angell; Brody; Immortal Human Research
Life of Henrietta Lacks
[ERes]
In Class Movie – GATTACA (1997)
Intro with case; Harris; Genetic Choices
Glannon
Farah, et al
Neuroethics
Intro with Cases; Roe v. Abortion
Wade; Thomson;
Marquis
Noonan; Tooley
Abortion
Intro with cases;
Euthanasia
Rachels; Vaco v. Quill;
Brock
Callahan; Lachs
Euthanasia
Neuroethics
No reading
Final Exam Review
No reading
Final Exam
Movies
GATTACCA (genetic modification)
A Beautiful Mind (consent
Assignment
Final Papers Due
Final Exam