Online research in philosophy

The American Journal of Bioethics, Volume 12, Issue 5, Page 44-45, May 2012.

This collection of papers is the fifth in a series of books from RUSHSAP, UNESCO Bangkok offering Asia and Pacific perspectives on ethics - each focusing on specific themes. The contents come from submitted papers to the UNESCO Bangkok Bioethics conferences held in 2005 and they are assembled thematically. They also include discourse from the conference, as intercultural communication is part of the essence of deliberation on bioethics.

This collection of papers were originally presented during conferences on ethics in science and technology that UNESCO’s Regional Unit for Social and Human Sciences (RUSHSAP) has been convening since 2005. Since intercultural communication and information-sharing are essential components of these deliberations, the books also provide theme-related discourse from the conferences.

Papers from the Pacific islands, India, Bangladesh and elsewhere illustrate the ethical dilemma of environmental policy, sustainable development and the needs of communities to make a living.

A compilation of 16 papers selected from two UNESCO Bangkok Bioethics Roundtables, with research and policy dialogues from different countries in the region. It includes papers on informed consent, ethics committees, communication, organ transplants, traditional medicines and sex selection.

A number of controversial topics related to bioethics and biotechnology 17 papers that deal with various aspects of release and development of genetically modified organisms (GMOs), stem cells and cloning, privacy and bio-banking.

FAO has a unique and essential rolein addressing the ethical problems facinghumanity and in making these problems intoopportunities for practical resolution. A broadrange of ethical issues in agriculture,fisheries, and forestry were identified byanalysis of the literature and by interviewswith FAO staff. Issues include sharing accessto and preserving natural resources,introduction of new technology, conservatismover the use of genetic engineering, ethics inanimal agriculture, access to information, foodsecurity, sustainable rural development,ensuring participation of all people indecision making and in receiving benefits ofagriculture, reducing corruption, (...) andinvolvement of private and public sectors indecision making. Rather than viewing theseissues as problems, they should be viewed asopportunities for debate, learning aboutothers' views, and resolution. The UnitedNations has an important role to play in howdecisions are made in the global ethical debatein food and agriculture. The ethical role ofFAO is to promote global food security,balanced conservation, management andutilization of natural resources, andsustainable rural development. FAO should fullyand publicly assume its ethicalresponsibilities, gathering and sharinginformation on ethics in its areas of mandate,acting as an interactive forum, and providingexpert guidance on policy options and choicesbased on practical ethical analysis. (shrink)

Abstract An International Bioethics Education Survey was conducted in Australia (A), Japan (J) and New Zealand (NZ) in mid?1993. National random samples of high schools were selected, and mail response questionnaires were sent to a biology (b) and a social studies (s) teacher at each school through the principals. The number of respondents and response rate were: NZb 206 (55%), NZs 96 (26%), Ab 251 (48%), As 114 (22%), Jb 560 (40%) and Js 383 (27%). This paper compares knowledge and (...) teaching of 15 selected topics related to bioethics and biotechnology, with particular focus on the teaching of social, ethical and environmental issues of in vitro fertilisation, prenatal diagnosis, biotechnology, nuclear power, pesticides and genetic engineering. The survey found that these issues were, generally, covered more in biology classes than in social science classes; and that there were differences in coverage among the three countries, with most coverage in Australia and least in Japan. Open questions looked at images of bioethics, and the reasons why about 90% of teachers thought bioethics was needed in education. Open questions on teaching materials, current and desired are also discussed. The data suggest a need for the development of more and higher quality materials, for the moral education that is conducted, especially in biology and social studies classes. (shrink)