Abstract
In this chapter, we discuss the ethical issues that arise in both the practice and application of science. The place of these issues in the school curricula for science and RE (especially at Key Stage 4, ages 14–16) is examined. Focussing more specifically on bioethics, two ‘start-of-life’ case studies are presented. These are starting points for discussion of how ethical decisions are made in this area and the role of religion in the decision making.
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Notes
- 1.
It is not actually legally binding under international law but has been very widely adopted into national laws across the world.
- 2.
Played by the American actor, Jeff Goldblum.
- 3.
Detailed syllabuses in religious education are set by local education authorities usually with reference to the requirements of the relevant examination board(s).
- 4.
However, detailed discussion in biology may not occur until Key Stage 5.
- 5.
Exceptions are now allowed in respect of genome editing and mitochondrial donation. Details of these lie outside the scope of this chapter but may be found in Bryant and la Velle (2018).
- 6.
Details about cystic fibrosis may be found at https://www.cysticfibrosis.org.uk/what-is-cystic-fibrosis.
- 7.
The names are fictitious; this is a real case but the couple’s real names are not known
- 8.
These names are real.
- 9.
Details about Fanconi anaemia may be found here http://www.fanconi.org.uk/wp-content/uploads/2008/08/fa-fact-sheet-11-0713.pdf
- 10.
In the successful attempt, 14 embryos were created, of which several were healthy but could be used because of incompatibility with Molly
- 11.
- 12.
Interestingly though, he also writes of the need for moral enhancement.
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Bryant, J. (2019). Science, Ethics, Education and Religion: Connecting and Disconnecting. In: Billingsley, B., Chappell, K., Reiss, M.J. (eds) Science and Religion in Education. Contemporary Trends and Issues in Science Education, vol 48. Springer, Cham. https://doi.org/10.1007/978-3-030-17234-3_24
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