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Introduction to the Project on Bioethics for Informed Choices - page 34 / 115





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564Challenges for Bioethics from Asia

2.2. The role of education.

3. Ecological and moral status of human culture - contemporary utilitarian-pragmatic model

  of culture as the   adaptational defeat of Homo sapiens.


The critical analysis of the notions of sustainable development" and "civilizational   

      progress". The paradoxes of eco-development and the phenomenon of globalization.   

     The category of ELQ as an axiological basis for environmental policy.         

 3.1.1. Nonhumans' rights and the evolutionary-moral responsibility of humans for the

           ELQ-state of biosphere -  justification and models.

 3.1.2. Animal experiments. Biotechnological and other abuses of nonhuman & human


 3.1.3. The analysis of national & international animal rights/protection  legislation.


Detailed issues, e.g.: moral and non-moral aspects of vegetarianism  (including its impact on population indices); animal breeding practices (including: transportation and slaughtering problems; breeding for foie  gras & correlated practices); hunting, poaching, illegal trade of animals & animal products; zoo dilemmas; veterinary ethics; eco-colonialism and environmental racism; nuclear energy; Homo sapiens overpopulation's impact on the biosphere; moral aspects of agriculture and agribusiness; environmental  justice; eco-aestheticism, etc.

5.   Information on national and international eco-ethical/animal welfare movements,   

     enterprises, organizations etc.

6.   Information on international references.

4. Bioethics (part 2)

4.1. Biomedical ethics with elements of philosophy of health/disease and medicine.    

Formula: 60-hour seminary (with the employment of audio-video documentaries).

Assignments: students' own written essays at the end of semester or unified  presentations in the course of the semester, as  well as their creative activity during seminars.

Aims:  Humanistic education as a constitutive element of professionalism as well as the response for the social expectations addressed to health care practitioners; making students aware of philosophical assumptions and determinatives of diagnostic and therapeutic practices, as well as making them sensitive to the complexity and multi-solvability of moral dilemmas in medicine; forming intellectual competency for the sake of responsible self-dependence while coming to decisions in health care practice.   


1. The review of biomedical ethics' subsections:

   Physicians' ethics; nursing ethics; pharmacy/pharmacology ethics; ethics of  health care    professionals' conduct ethics of medical experiments  (therapeutic practice, research practice)       

2.The review of issues - their dynamic, developmental as well as interrelated status in the  

  context of technical, biochemical and biotechnological advancements as applied to   

  medicine. There is always a main issue of the course, engaging and integrating particular

  topics traditionally present within the concern of  biomedical ethics, e.g. euthanasia,

  abortion, communication ethics in health care service, transplantations, doctors'  

   paternalism & patients' rights, zootherapy (correlated with biocentrism) etc.  

3. Biomedical ethics as applied ethics:

 3.1. The logical structure and social function of professional ethics.

 3.2. The enhancement of the moral component of professionalism in health care services

        in the context of social expectations. The culture of being a medicine professional.

 3.2.1. Emotional antinomies (and practical threats resulting from them) and loyalty

           conflicts in health care practice.  

 3.2.2. The patient's will/convictions vs patient's benefit. The issue of  paternalism. The

           patient as a partner in the therapeutic process - the ethics of communication.

 3.2.3. The influence of physicians/nurses' moral convictions on the quality of health care


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