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Introduction to the Project on Bioethics for Informed Choices - page 96 / 115





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626Challenges for Bioethics from Asia

By starting from their future goal and factorizing it by the factor “why?” the students may be able to feel the change of their decisions becoming more certain. QOL from the first person’s point of view. Our attempt may not be enough as a “bioethics” practice.  Still, if the individual students cannot face the choices as “their own problem”, no matter what topics are given, it won’t exceed the level of “information”.  Of course, it is impossible to make students think of “life” or “living” it self just by taking one “choice”.  There fore, as our future aim, we need to investigate and decide what topics to introduce.  Still, we would like to try and incorporate this approach of making students think about their own life as the first person’s life, not as the life of “some one some where in the world”, which could be called the third person’s life.


Gupta: First of all, in your syllabus, you are teaching your students naturalistic thought, and then the dualism of Bacon and Des Cartes.  Why not also teach Spinoza or the romantics such as Thoreau? Why not teach parallel thinking, not just dualistic thinking? And also include ancient ideas of Japanese people about nature. Ideas of kami, link very well to your culture.

Ishizuka: Thank you, yes, one class talks about how to deal with these problems in detail. Thanks for your suggestion.  We are very flexible with our classes.  So we do deal with the Japanese concept of nature in comparison with the western concept, but not all years.  We are still making choices.

Motoki: I don’t think that by discussing issues written in paper will make the students think as their own problem.  Is there a possibility to make the students to be in the actual situation of making an ethical choice?  For example, go to animal farms.

Ishizuka: Honestly speaking, we would like to do it.  But we move according to the curriculum of 34 classes per week.  It is a dilemma between wanting the students to go on fieldwork and time constraints.  

Shoji: I basically agree to your approach of trying to make students to think for themselves as their own issue.  When you think you want to teach something, the students wants to memorize that as fact.  What is important in this approach is to try not to teach something.  If there is something important, they should be prepared as materials, and just to comment a little.  High school students tend to memorize every thing the teachers tell them, without being critical about it.  They don’t think even how their life should be, and only memorize what the teachers think.

Ishizuka: We think that as a different problem, too.  We wouldn’t want to impose our opinion, but the information shouldn’t be dry and tasteless.  

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