Suchergebnisse

This book critically analyses experiences with bioethics education in various countries across the world and identifies common challenges and interests. It presents ethics teaching experiences in nine different countries and the basic question of the goals of bioethics education. It addresses bioethics education in resource-poor countries, as the conditions and facilities are widely different, and set limits and provide challenges to bioethics educators. Further, the question of how bioethics education can be improved is explored by the contributors. Despite the volume of journal publications agreement on bioethics education is rather limited. There are only few examples of core curricula, demonstrating consensus on the contents, goals, methods and assessment of teaching programs. We need ask: How can agreement on the best modalities of bioethics education be promoted?

This book critically analyses experiences with bioethics education in various countries across the world and identifies common challenges and interests. It presents ethics teaching experiences in nine different countries and the basic question of the goals of bioethics education. It addresses bioethics education in resource-poor countries, as the conditions and facilities are widely different and set limits and provide challenges to bioethics educators. Further, the question of how bioethics education can be improved is explored by the contributors. Despite the volume of journal publications agreement on bioethics education is rather limited. There are only few examples of core curricula, demonstrating consensus on the contents, goals, methods and assessment of teaching programs. We need ask: How can agreement on the best modalities of bioethics education be promoted?.

This chapter provides a brief description about the history and current standings of Bioethics in Malta. The author not only discusses the legal point of view of bioethics but also takes into account three issues which have sparked public debate. This issues are In Vitro Fertilization (IVF), hydration and nutrition (euthanasia), and abortion. ; peer-reviewed

This is the first book that explains how you actually go about doing good bioethics. John McMillan develops an account of the nature of bioethics; he reveals how a number of methodological spectres have obstructed bioethics; and then he shows how moral reason can be brought to bear upon practical issues via an 'empirical, Socratic' approach.

Intro -- Preface -- Contents -- About the Authors -- Introduction -- Moral Visions of Global Education -- Goals and Challenges of Global Ethics Education -- Practices of Global Ethics Education -- References -- Part I: Moral Visions of Global Education -- Chapter 1: Cosmopolitanism and Educating the Citizen of the World -- 1.1 Introduction -- 1.2 Cosmopolitanism -- 1.3 Global Consciousness -- 1.4 Globalization: The Reality -- 1.5 The Problem of Inequality -- 1.6 Inequality and Education -- 1.7 Global Bioethics -- 1.8 Teaching Ethics in Times of Inequalities in a Global Society -- 1.9 Implications for Bioethics Teaching -- 1.10 Conclusion -- References -- Chapter 2: Global Bioethics and Global Education -- 2.1 An Evolving Global Context for Ethics, Bioethics and Ethics Education -- 2.2 The Pathway to Understanding and Adapting to This New Context -- 2.3 From Individual Health to International Health and Global Health -- 2.4 Causal Underpinnings -- 2.5 The Currently Dominant Belief System -- 2.6 Moving Ahead with Activities to Improve Health Locally and Globally -- 2.7 Global Health Ethics -- 2.8 Teaching Global Health and Global Health Ethics -- 2.9 Conclusions -- References -- Part II: Goals and Challenges of Global Ethics Education -- Chapter 3: Goals in Global Ethics Education -- 3.1 Introduction -- 3.2 Challenges Relating to Reaching a Global Ethics Consensus -- 3.3 Global Ethics Education Opposing Moral Imperialism -- 3.4 Global Ethics Education in Opposition to Coloniality -- 3.5 Can Global Ethics Education Contribute Towards Overcoming Situations of Moral Imperialism and Coloniality? -- 3.6 Final Remarks -- References -- Chapter 4: Priorities in the Teaching of Ethics in a Globalized World -- 4.1 Introduction -- 4.2 Reality and Challenges in a Globalized World -- 4.3 Setting New Priorities in the Teaching of Ethics.

This groundbreaking volume is the first to analyze how and to what extent bioethics considerations influence today's judges. Previous books have attended to the law that governs bioethics problems, but this is the first to examine when and how bioethical issues impact judicial reasoning and decision-making. The volume examines the cutting-edge of the relationship of bioethics to law, and explores how law receives, assesses, and uses bioethics.

This book studies the critical issues that dominate contemporary discourse on biomedical ethics. It brings together various debates highlighting the historical, philosophical, scientific, and technological perspectives involved in modern medicine in different societies, with a focus on contemporary medicine in India.

Human Dignity in Bioethics brings together a collection of essays that rigorously examine the concept of human dignity from its metaphysical foundations to its polemical deployment in bioethical controversies. The volume falls into three parts, beginning with meta-level perspectives and moving to concrete applications. Part 1 analyzes human dignity through a worldview lens, exploring the source and meaning of human dignity from naturalist, postmodernist, Protestant, and Catholic vantages, respectively, letting each side explain and defend its own conception. Part 2 moves from metaphysical moor

This commentary reflects a broadly deconstructive reading of the relation of law, biotechnology and bioethics in shifting global, biotechnological contexts. I suggest that a reorganization of techno-scientific capital has altered forms of representation as well as mechanisms of expropriation and exploitation. I consider the bioethical implications of biotechnological inventions of living form that have redefined classical categories of thought, the sites of political representation and identity as well as the language of modern law, ethics and politics. I proceed to comment on the globalization of intellectual property rights as an expression of the hegemony of modern law.

Observing Bioethics examines the history of bioethics as a discipline related not only to modern biology, medicine, and biotechnology, but also to the core values and beliefs of American society and its courts, legislatures, and media. The book is written from the perspective of two social scientists--a sociologist of medicine(Renee C. Fox) and a historian of medicine (Judith P. Swazey)--who have participated in bioethics since the emergence of this multidisciplinary field more than 30 years ago. Fox and Swazey draw on first-hand observations and experiences in a variety of American bioethical

Bioethics and Disability provides tools for understanding the concerns, fears and biases that have convinced some people with disabilities that the health care setting is a dangerous place and some bioethicists that disability activists have nothing to offer bioethics. It wrestles with the charge that bioethics as a discipline devalues the lives of persons with disabilities, arguing that reconciling the competing concerns of the disability community and the autonomy-based approach of mainstream bioethics is not only possible, but essential for a bioethics committed to facilitating good medical decision making and promoting respect for all persons, regardless of ability. Through in-depth case studies involving newborns, children and adults with disabilities, it proposes a new model for medical decision making that is both sensitive to and sensible about the fact of disability in medical cases.

Global interests in bioethics have increased drastically since the end of
20th century. The reason for this should be ascribed to a broad application
of molecular-genetic methods introduced in human bio-medicine. This has, in
turn, produced an involvement and development of numerous inter-disciplines,
which have started to apply bioethics as a part of their own subject of
interest. This article presents more than a decade of experience of teaching
bioethics in our country, particularly under the auspices of the National
Com?mittee for Bioethics of UNESCO-commission of Serbia.