570Challenges for Bioethics from Asia
Students from public Technological and Industrial High Schools show negative behavior which hinders academic development resulting in school drop outs and the deterioration of their educational formation.
Student behavior is characterized by apathy towards studying, failing academic shores, and lack of respect towards the teachers and the educational institution. This negative behavior was successfully modified through the application of Bioethics as a formal curricular course in Natural Sciences and Humanities as a didactical behavioral model. This study suggests the integration of Bioethics in the curriculum of 1st, 3rd, and 5th semester of High School.
The study results suggest that Bioethics accomplishes the following purposes: Educational, Integration of Values, Orientation, Prevention of risky behavior, Normative, applicable, and building human qualities by enforcing human and moral values in the students.
Taking into account the moral values crisis youth is going through currently and the way scientific and technological advance forces us to modify moral behavior among human beings. This research is oriented towards the teaching of Bioethics as support to education and reinforcement of moral, social, and family values among teenagers.
The integration of a Bioethics course based in reality in a methodological field as a curricular subject and behavioral model that strengthens the student’s values from an educational point of view and leading the student towards positive behavior.
It is well known that at this age humans adopt risk behaviors that may harm their health and/or put their life at risk. Two important aspects are identified in this behavior: cognitive (perception of risk) and acceptance of the consequences (accepting the risk) (Di Pietro 1998).
The development of protective mechanisms that would keep the student away from risk behaviors is the main goal of the Bioethics course formed by the following chapters, with the next methodological planning.
1. Introduction to Bioethics. This chapter tries to apply and explain the definition of Bioethics in order to integrate and reinforce moral values. The main goal is the development of decision making, identifying and modifying risky behavior. The functions of Bioethics are: education, integration, orientation, prevention, applicative, and normative. Didactical applications: lecture, dialogue-discussion, and applicative.
2. Awareness of Social Surroundings. The main objective of this chapter is to improve the teenager’s quality of life and mutually binding social values. This chapter focuses in the problems society faces nowadays and tries to shape a student committed with social responsibilities (García 1995).
In this segment, the following values and Bioethical principles are reinforced: Autonomy, Justice and Solidarity. Also, the factors (Social, Cultural, Family and Institutional) that influence education and behavior of the teenager are covered in this chapter (Girard 2001).
The following Topics are analyzed and discussed: a) teenager’s violent behavior (violent delinquency, gangs violence, student violence, and sexual violence), b) Suicide (altruistic, self-destructive, selfish). The teaching techniques applied are: lecture, dialogue-discussion, and applicative. (Medina 2001, Cortina 2002)
3. Feeling respect towards human dignity. The importance of developing a degree of consciousness in the student and feeling respect towards dignity are highlighted in this chapter. The goal of this segment is to introduce them to this value as a purpose in life and not as a tool for his/her own growth and enrichment. This part of the course teaches the definition and knowledge of personal dignity and the factors that increase and decrease it. The following moral principles and values are reinforced: Bioethical.- Truthfulness, Consent, Confidentiality. The main topics that are discussed are: a) Drug addiction from a bioethical point of view, b) Bioethical aspects