Abstract
This paper reviews three pioneer programs that attempt to integrate genetic science and ethics in the classroom. The critical discussion focuses on what counts for ethics in each of these programs, on the corresponding theoretical framework represented in each, and on the success of each program in integrating science and ethics. It concludes by suggesting that the basic goal of integrating science and ethics is undermined in each program by a lack of correspondence between the articulated pedagogical goals and the unarticulated theoretical framework. In each case the unexamined framework gives epistemological privilege to science and undercuts the veracity of ethics. The constructive discussion suggests a theoretical framework that corresponds with the pedagogical goal of integrating ethics and genetic science in the classroom.
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Blake, D.D. Revolution, revision or reversal: Genetics — Ethics curriculum. Sci Educ 3, 373–391 (1994). https://doi.org/10.1007/BF00488453
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DOI: https://doi.org/10.1007/BF00488453