The New Bioethics 20 (2):186-198 (2014)

Authors
Nathan Emmerich
Australian National University
Abstract
It is increasingly common for universities to provide cross-curricular education in bioethics as part of contemporary attempts to produce 'global citizens.' In this article I examine three perspectives drawn from research into pedagogy that has been conducted from the perspective of cognitive anthropology and consider its relevance to bioethics education. I focus on: two metaphors of learning, participation and acquisition, identified by Sfard; the psychological notion of moral development; and the distinction between socialization and enculturation. Two of these perspectives have been particularly fruitful in understanding the processes of teaching and learning in a variety of domains. The third perspective has been developed in relation to the formal ethical education of medical students. I examine their relevance for 'non-professional' bioethics education suggesting that if we take seriously the idea that it is part of 'educating for citizenship' then the distinction between 'ethics' and 'politics' is blurred as such programmes aim at the development of student's political subjectivity
Keywords Bioethics  Education  Citizenship
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DOI 10.1179/2050287714z.00000000052
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References found in this work BETA

The Birth of Bioethics.Albert R. Jonsen - 1998 - Oxford University Press.
Objectivity.Lorraine Daston - 2007 - The MIT Press.
Patterns of Moral Complexity.Charles E. Larmore - 1987 - Cambridge University Press.
Knowing How and Knowing That: The Presidential Address.Gilbert Ryle - 1946 - Proceedings of the Aristotelian Society 46:1 - 16.

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