Abstract
Design and technology education aims to prepare young people for living in a rapidly changing technological society which will involve them in making many value judgements, some with complex ethical dimensions. Key aspects of the ethical judgements in relation to genetic engineering are examined: the hidden assumptions, the inevitable unpredictability when dealing with living processes highly interactive with the surroundings, the commercial and political pressures, and the underlying `world-views' and values. It is argued that responsible judgements therefore require wide consultation, sensitivity to social, cultural and moral issues, acknowledgement of the political and economic context, and above all, critical reflection on the beliefs and commitments that are shaping the vision and the drive.
Teaching and learning strategies are needed that highlight the social and environmental context of technological activity, that encourage pupils to consider what determines the quality of their own lives and those of others, and that stimulates reflection on the values and beliefs which influence the priorities when value judgements are being made.
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Conway, R. Ethical Judgements in Genetic Engineering: The Implications for Technology Education. International Journal of Technology and Design Education 10, 239–254 (2000). https://doi.org/10.1023/A:1008964405014
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DOI: https://doi.org/10.1023/A:1008964405014