Trials at the
Ateneo de Manila
High School
Ester Estrella M. Abito, M.Sc.
Faculty, Ateneo de Manila High School
Loyola Heights, Quezon City
Philippines
I.
Introduction
• The inclusion of Bioethics issues in the Biology classes of the
Ateneo de Manila High School has started years back.
• With the participation of the school in the Bioethics
Education Project in July 2003, entire Biology classes were
eventually devoted to Bioethics concerns using appropriate
Bioethics chapters/ modules.
• The suitability of the Bioethics chapters used in the classes is
based mainly on their relevance to the Biology curriculum
currently implemented in the school.
II.
The Ateneo de Manila High School
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• The Ateneo de Manila High School is a Filipino,
Catholic, Jesuit, college preparatory school.
• As one of the Philippines’ premier Jesuit Schools,
and as a college preparatory school of the Ateneo
de Manila University, the Ateneo de Manila High
School is “inspired and guided by the philosophy
behind Jesuit Education.”
II.
The Ateneo de Manila High School
2/2
• The Ateneo believes “that a training in liberal
education is the means to achieve this purpose.”
• An Atenean is “exposed to the rich literary
heritage of different cultures, developing habits of
orderly thought, critical reflection, imaginative,
clear, and persuasive communication, together
with the rigorous mental discipline of mathematics
and the sciences.”
IIII. Trial Classes on Bioethics Chapters
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o
To appreciate the facility with which the Ateneo de Manila
High School welcomed the Bioethics project of Dr. Darryl
Macer, and the vigor of its faculty’s participation in the project,
it is useful to understand the school’s motto, Lux in Domino,
or "Light in the Lord.“
T
Taken from the Holy Bible in the letter of St. Paul to the
Ephesians (5:8), the words “Light in the Lord” capture the
“spirit of a way of life which the Ateneo holds up to her sons,
as their best contribution to the work by which God transformed
the world.
T
Thus, the Ateneo calls on its youth “to BE that light of
the Lord in the world.”
III. Trial Classes on Bioethics Chapters
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In the same vein, the Biology faculty of the Ateneo de
Manila High School, “inspired and guided by the philosophy
behind Jesuit education,” embrace and implement the Bioethics
education project as a means to:
-- relate scientific knowledge with the students’ ability to reason;
-- address students’ concerns about ethical or social impacts of
biotechnology;
- present a balanced picture of risks and benefits of alternative
technologies; and develop more informed debate (Macer,
2003).
Table 1.
Bioethics Trial Classes from August 2003-January 2004
Teacher
No. of Classes
Total
Students
Bioethics Chapter
Alma Pavia, Milarosa
Gaho, Ester Abito,
Libertine Sanchez
9 classes
335
Introduction and Chapter 1:Making Choices,
Diversity and Bioethics (Macer, 2003)
Milarosa Gaho
3 classes
120
Genetic Privacy and Information (Su, 2003)
Ester Abito,
Libertine Sanchez
6 classes
232
Lifestyle and Fertility (Pollard, 2003)
5
Ester Abito
Libertine Sanchez
4 classes
149
Assisted Reproductive Technology (Pollard,
2003)
6
Ester Abito
3 classes
106
Ecotourism (Ng, 2003)
Alma Pavia, Ester
Abito, Milarosa Gaho
9 classes
338
Genetically Modified foods/GE (Bhardwaj, 2003)
7
8
Ester Abito
1 class
23
Ester Abito
3 classes
106
Testing for Cancer Gene Susceptibility (Conner,
2003)
Organ Donation (Bagheri, 2003)
10
Ester Abito
3 classes
106
AIDS (Maekawa, 2003)
6 classes
252
SARS (Hsin and Macer, 2003)
11
Milarosa Gaho
Libertine Sanchez
Ester Abito
HS Teachers from
Public Schools
Mary Ann Ng
2A & 2B
1
2
3
4
9
12
Total: 48 classes
9
80
Bioethics Lessons
Bioethics: Love of Life
III. Trial Classes on Bioethics Chapters
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As shown on Table 1, 48 classes were trial-tested on ten
different chapters and two integrated bioethics sessions.
The Biology faculty of the Science and Technology
Department of the Ateneo de Manila High School conducted
the Bioethics trial classes.
The Bioethics chapters that were used in the trial
classes were selected according to their relevance and
application to the current Biology curriculum.
In most cases, entire sessions of the trial classes were
devoted to the Bioethics chapter/module.
III. Trial Classes on Bioethics Chapters
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However, despite the openness and modern
character of the Jesuit education, some topics are
considered controversial, from the perspective of the
Catholic Church, like euthanasia and assisted
reproductive technology.
For these topics, Jesuits who are into Bioethics
are willing to conduct talks to the Biology teachers on
how these topics should be handled in class.
IV.
Classroom Strategies
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Generally, entire sessions are devoted to the contents of the
Bioethics chapter/module.
Additional time for Bioethics are in the form of extended
homework and research outside the regular class, film viewing in
previous sessions, and outbound education or field visit, in particular,
for the Ecotourism chapter.
The teachers use video material (e.g. the movie Gattacca) as
take-off point for bioethics issues. The students view the film then
write a journal or reflection paper about the film viewed.
Additionally, current events, like the uprooting and balling of
old hardwood trees along a major thoroughfare near the Ateneo
campus, provide good context and greater awareness of Bioethics
concerns.
IV.
Classroom Strategies
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Another class strategy used by the teachers is the
combination lecture - question and answer discussion of the
Bioethics chapter, using and following the flow of information
and questions contained in the chapter.
In most of these classes, the students were given the
Bioethics chapter previously for their advanced reading.
In classes where so much interest in a topic (e.g. assisted
reproductive technology) has been generated, an impromptu,
informal debate would ensue in class.
IV.
Classroom Strategies
3/4
In one instance, in the Advanced Biology class,
with some members of the school’s debating club in
the class, the students asked for a formal debate on
the Bioethics topic (Genetic Engineering).
After some preparation and further research on
the topic, group reporting was done, followed by the
formal debate.
IV.
Classroom Strategies
4/4
In other classes, the students were given the Bioethics
chapter in class to be worked on in dyads, or in groups of threes
or fours as a form of cooperative learning.
Then the students respond in written form to the
questions in the chapter, individually, or in groups.
This strategy allows greater student participation and
involvement in the discussions.
Except for some activities which entail extended time and
greater effort on the students, the teachers generally implement
the various class activities suggested in the Bioethics chapters.
V.
Evaluation
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As evaluation for most Bioethics sessions, the
students are asked to submit written responses and
reflection pieces on the Bioethics materials they took up
in class.
The written responses, whether as homework
(done at home) or seatwork (done in class), are graded
for compliance with requirements (e.g. list of risks and
benefits), and noted for the students’ stand on the
various bioethics topics.
V.
Evaluation
2/3
The views or position made by a student on a bioethics
topic is not graded for the stance he takes, whether for or
against.
Rather, the position a student takes is graded on how
well he justifies and explains his views on the matter, and on
how well he integrates learned ethical principles into his stand.
Also, the teacher does not penalize the student who
takes an opposing stand that is contrary to tradition or to
accepted norms. However, the teacher will try to clarify the
controversial matter with the student.
V.
Evaluation
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Another form of evaluation is when the
teachers would adopt situations and topics in
the Bioethics chapters for inclusion and use as
examination questions.
(Ex. in Long Tests: 50 points or more, and
Periodical Examinations: at the end of the term)
VI.
Insights
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As a rule and in practice, the teachers relate the Biology
lessons to actual and real-life situations in order to make the
technical and scientific aspects of Biology more student-friendly.
Thus, the teachers find the Bioethics chapters very
helpful and useful with their true-to-life, relevant and interesting
situations and experiences.
While the teachers appreciate the Bioethics chapters for
their relevance and true-to-life character, the teachers are also
grateful for the current and up-dated Biology information
contained in the Bioethics chapters.
VI.
Insights
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On the part of the students, they have
verbalized their appreciation of Bioethics classes
which have made Biology more “alive,” personal,
relevant, enlightening and thought-provoking.
The students relate well to the real-life
situations presented to them. Some students also
experience a little of soul-searching, inward-looking,
and more in-depth analysis of issues.
VII.
Recommendation
In appreciation of the relevance of
the Bioethics project, the usefulness of its
materials, and in recognition of the
importance and value of tackling Bioethics
concerns in Biology classes, the teaching
of Bioethics can be mandated as an
integral and formal part of the Biology
curriculum of the Ateneo de Manila High
School.
Thank You
and
Good Day!