Abstract
Biotechnology provides a rich source of socially acute questions that can be asked when considering the risks, moral issues and legitimacy of biotechnological food being labelled ‘pure’ and ‘natural’. This chapter explores some of the issues encountered when considering the issue of genetically engineered food as a socially acute question (SAQ). These include the low level of public support for genetically engineered food, especially when the public believes that they have no control over consumption. The level of acceptance is affected by a person’s view of the riskiness of the food, as well as the moral and ethical issues in its production and consumption. Consequently, the dimensions of risk, as well as how it is perceived, are explored in terms of food education. A range of pedagogical strategies are described that enable students to discuss these issues from a broader perspective than just the technological criterium of ‘fit for purpose’. These include a ‘Futures Toolkit’ that can identify if a SAQ is ‘hot’ and could involve direct action or one that is ‘cooler’ where an indirect response activity is appropriate. A range of strategies are described that help students not only identify their viewpoints but also provide space to explore others’ views.
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Notes
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GE (genetic engineering) or genetic modification (GM) is the introduction of new traits to an organism by making changes directly to its genetic makeup https://cban.ca/gmos/faq/gmge-definition/ (Canadian Biotechnology Action Network, 2019).
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France, B. (2020). Socially Acute Questions: How Biotechnology Can Provide Context and Content for Discussion in Food Technology Education. In: Rutland, M., Turner, A. (eds) Food Education and Food Technology in School Curricula. Contemporary Issues in Technology Education. Springer, Cham. https://doi.org/10.1007/978-3-030-39339-7_18
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