Ethics in Science Pedagogic Issues and Concerns
The book approaches the subject of ethics in science from a pedagogical and pragmaticviewpoint and addresses the need to effectively deal with these issues in science classroomsat the K-12 and undergraduate levels, drawing on real-world cases to do so. Th
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Ethics in Science Pedagogic Issues and Concerns
Ethics in Science
Astha Saxena
Ethics in Science Pedagogic Issues and Concerns
123
Astha Saxena Central Institute of Educational Technology NCERT New Delhi, India
ISBN 978-981-32-9008-2 ISBN 978-981-32-9009-9 https://doi.org/10.1007/978-981-32-9009-9
(eBook)
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Foreword
Between the years of 1976–1982, I “discovered” the intersection between science and ethics during my graduate studies at Syracuse University in New York State. Of course, what is important in “discovery learning,” as any science educator knows, is not that someone discovers something that no one else has ever seen or thought of. Rather, it is that one individual makes connections between or amongst ideas or events in a novel manner allowing them to understand and “see” some part of the word that was previously unknown to them. For me, the act of discovery was very much influenced having read Jacob Bronowski’s classic book Science and Human Values (1956), and being influenced by Larry Kohlberg’s work on moral developmental theory. The term “bioethics” was barely on the radar in most academic departments of Arts and Sciences, and courses in ethics were relegated to departments of philosophy. If the term “professional ethics” was mentioned in colleges of education, it was limited to how to conduct oneself in professional settings. The role of ethics, morality and the like was simply neither part of the academic landscape in terms of curriculum and the psychology of development, nor a focus for science education during that time. In fact, I can distinctly rec
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