Journal of Medicine and Philosophy 23 (4):356 – 368 (1998)

Bioethics and humanities (inclusive of medical ethics, health care ethics, environmental ethics, research ethics, philosophy and medicine, literature and medicine, and so on) seems like one field; yet colleagues come from different academic disciplines with distinct languages, methods, traditions, core curriculum and competency examinations. The author marks six related "framework" features that unite and make it one distinct field. It is a commitment to (1) work systematically on some of the momentous and well-defined sets of problems about the human condition that drive our field (such as death and dying, disability, confidentiality, professionalism, informed consent, abortion, euthanasia, assisted suicide, personhood, health-care resource allocation and environmental ethics, as well as the impact of new technologies, including genetic and reproductive); (2) use interdisciplinary approaches to unravel them; (3) employ cases and practical reasoning to understand problems and solve answers; (4) apply teaching methods and goals associated with John Dewey to make students better problem-solvers; (5) find morally justifiable solutions to the problems driving our field; and (6) seek interdisciplinary and collaborative scholarship, service or teaching.
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DOI 10.1076/jmep.23.4.356.2576
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Bioethics as a Second-Order Discipline: Who is Not a Bioethicist?Loretta Kopelman - 2006 - Journal of Medicine and Philosophy 31 (6):601 – 628.
Medical Humanities.D. Greaves - 2000 - Medical Humanities 26 (1):1-2.
The Seven-Year Itch.Arthur R. Derse - 2005 - American Journal of Bioethics 5 (5):1 – 5.

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