Abstract

Biological scientists are increasingly encountering work-related ethical problems. For most, their training leaves them quite unprepared. Rather than merely providing additional bolt-on courses in ethics, a way of introducing critical thinking skills seamlessly into the curriculum is proposed. A method is described whereby students become engaged in self-generated discussion about the scientifically recognized, but philosophically complex, terms ‘disease’ and ‘health.’ Addressing these words, students are confrontedwith the need to develop critical thinking skills without realizing that they are entering into overt philosophical argument—the like of which many often prejudge to be abstract and worthless.