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600Challenges for Bioethics from Asia

principles into his position. 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. Fortunately, extreme views by the students seldom appear.

Another form of evaluation is when the teachers would adopt situations and topics in the Bioethics chapters for inclusion and use as examination questions (in Long Tests: 50 points or more, and Periodical Examinations: at the end of the term).

Insights

As a rule and in actual 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.

The teachers also find it so interesting to see “how the students can reason about bioethical dilemmas” (Macer, et al 1997) presented to them in the Bioethics chapters. And this thinking among the teachers is influenced by the thought that personal experiences and thought processes developed among the young have an impact on the thought processes that a person will have their whole life (Macer 2003).

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.

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.

5.

Recommendation

In appreciation of the relevance and usefulness of the Bioethics project 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.

6.

References

Bagheri, Alireza. 2003. “Organ Donation”. Chapter in the Bioethics Education Project.

Bhardwaj, Minakshi. 2003. “Genetically Modified foods/GE” Chapter in the Bioethics Education Project.

Conner, Lindsey. 2003. “Testing for Cancer Gene Susceptibility” Chapter in the Bioethics Education Project.

Hsin, Dena and Darryl Macer. 2003. “SARS” Chapter in the Bioethics Education Project.

Macer, Darryl. 2003. Bioethics education for informed citizens across cultures In the Bioethics Education Project.

Macer, Darryl. 2003. “Introduction and Chapter 1:Making Choices, Diversity and Bioethics” In the Bioethics Education Project.

Maekawa, Fumi. 2003. “AIDS” Chapter in the Bioethics Education Project.

Ng, Mary Ann Chen. 2003. “Ecotourism” Chapter in the Bioethics Education Project.

Pollard, Irina. 2003. “Lifestyle and Fertility” Chapter in the Bioethics Education Project.

Pollard, Irina. 2003. “Assisted Reproductive Technology” Chapter in the Bioethics Education Project.

Su, Baoqi. 2003. “Genetic Privacy and Information” Chapter in the Bioethics Education Project.

The Holy Bible

Website of the Ateneo de Manila High School: http://hs.admu.edu.ph

Website of the Ateneo de Manila University: http://www.admu.edu.ph

7.

Acknowledgements

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