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AUTHOR Iozzi, Louis A. TITLE Dilemmas in Bioethics. Teacher's Guide. Preparing for Tomorrow's World. INSTITUTION Rutgers, The State Univ., New Brunswick, N.J. Center for Coastal and Environmental Studies. SPONS AGENCY New Jersey State Dept. of Education, Trenton. PUB DATE 82 NOTE 14p.; For related documents, see SE 041 564-585. A complete catalog of the multi-media packages making up this program is contained in SE 041 585. AVAILABLE FROMSOPRIS WEST, Inc., 1120 Delaware Ave., Longmont, CO 80501 (Complete multi-media module, including student- materials, $90). PUB TYPE Guides - Classroom Use - Guides (For Teachers) (052)

EDRS PRICE MF01 Plus Postage. PC Not Available from EDRS. DESCRIPTORS *; Critical Thinking; Decision Making; Environmental Education; ; *Futures (of Society); High Schools; Interdisciplinary Approach; Learning Activities; ; Moral Development; *Moral Issues; *Problem Solving; Science Education; *Secondary School Science; Social Problems; Social Studies; IDENTIFIERS *Bioethics; Dilemma Discussion Approach; Preparing for Tomorrows World Program; *Science and Society

ABSTRACT "Preparing for Tomorrow's World" is an interdisciplinary, future-oriented program which incorporates information from the sciences and social sciences and addresses societal concerns which interface science/technology/society. The program promotes responsible citizenry with increased abilities in critical thinking, problem-solving, social/ethical reasoning, and decision-making. "Dilemmas in Bioethics" is designed to introduce senior high students (grades 10-11) to a sample of critical bioethical issues by cbnsidering moral dilemmas and knowledge of biomedical advances. This teaching guide discusses the purposes of the student module, strategies employed (focusing on the dilemma debate/discussion technique), module structure and objectives, and 'use of dilemmas in bioethics in the school curriculum. The module may be used as a separate unie of study, as a mini-course, or incorporated into existing subject areas, including biology, , civics, history, , anthropology, health education, and family living. Discussion of the final, optional student activity (developing guidelines for human experimentation), chart indicating moral issues (as defined by Kohlberg) contained in the 12 dilemmas presented in the student material, and a bibliography on selected bioethical issues are also included. (JN)

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TO THE EDUCATIONALRESOURCES 4.121 INFORMATION CENTER (ERIC)." :%:o Preparing for Tomorrow's World An interdisciplinary Curriculum Program Coastal Decisions: Difficult Choices Energy: Decisions for Today and Tomorrow Future Scenarios in Communications Space Encounters Technology and Changing Life-Styles Perspectives on Transportation People and Environmental Changes Environmental Dilemmas: Critical Decisions For Society Of Animals. Natum and Humans Beacon City: An Urban Land-Use Simulation Dilemmas In Bioethics : A Futuristic 3 Perspective PREPARING FOR TOMORROW'S WORLD

Dilemmas In Bioethics

Teacher's Guide

Prepared by: Published and Distributed by:

The Center for Coastal Studies Sopris West, Inc. Dr. Louis A. lozzi, Director 1120 Delaware Avenue Doolittle Hall' Longmoht, CO 80501 Rutgers The State University of New Jersey (303) 651-2829 New Brunswick, New Jersey 08903

Copyrighto 1982 Rutgers The State University of New Jersey PREFACE

TO THE TEACHER: We live in an exciting, rapidiy changing, and challenging worlda world highly dependent upon science and technology. Our world is changing so rapidly that we sometimes fail to recognize that much of what we today take for granted as common, everyday occurrences existed only in the imaginations of people just a few short years ago. Advances in science and technology have brought many dreams to fruition. Long before today's school children become senior citizens, much of today's "science fiction" will, in fact, become reality. Recall just a few accomplishments which not long ago wereviewed as idle dreams: New biomedical advances have made it possible to replace defective hearts, kidneys and other organs. The first aire flight at Kitty Hawk lasted only a few seconds. Now, a little over half a century later space ships travel thousands of miles an hour to explore distant planets. Nuclear technologyof interest a few short years ago because of its destructive potentialcould provide humankind with almost limitless supplies of energy for peace.time needs. Computer technology has made it possible to solve in seconds problems which only a decade ago would require many human lifetimes. Science and technology have brought us to the brink of controlling weather, earthquakes and other natural phenomena. Moreover, the changes which we have been experiencing and to which we have become accustomed are occurring at an increasingly rapid rate Changes, most futurists forecast, will continue and, in fact, even accelerate as we mov e into the 21st Century and beyond. But, as Barry Commoner has stated, "There is no such thing as a free lunch." These great advances will not be achieved with a high price. We are now beginning to experience the adverse effects of our great achievements: The world's natural resources are being rapidly depleted. Our planet's water and air are no longer pure and clean. Thousands of plant and animal species are threatened with . Nearly half the world's population suffers from malnutrition. While science and technology have given us tremendous power, we are also confronted with an awesome responsibility. to use the power and ability wisely, to make equitable decision tradeoffs, and to make valid and just choices when there is no absolute "right" alternative. Whether we have used our new powers wisely is highly questionable. Today's youth will soon become society's decision makers. Will they be capable of improving upon the decision-making of the past' Will they possess the skills and abilities to make effective, equitable, long-range decisions to create a better world? ...... It is our belief that the Preparing for Tomorrow's World programwill help you the teacher prepare the future decision- maker to deal effectively with issues and challenges at the interfaces of science, technology, society. It is our belief that the contents and activities in this program will begin to prepare today's youth to live li fe to the fullest, in balance with Earth's resources and environmental limits, and to meet the challenges of tomorrow's world.

Louis A. Iozzi, Ed. D. Cook College Rutgers-The State University of New Jersey CONTENTS

Page INTRODUCTION I OV ER VIEW OF DILEMMAS IN BIOETHICS Purpose 3 Strategy 3 Structure of the Module 3 Objectives of the Module 4 Dilemmas in Bioethics in the School Curriculum 4

CULMINATING ACTIVITY (OPTIONAL) 6

SELECTED BIBLIOGRAPHY: BIOETHICS 7

6 Dilemmas in Bioethics

INTRODUCTION Modern science and its accompanying technological advan- deprived of easy access to a life-saving tool if thcy cannot pay ces play a dynamic role in our social, economic, political and or if it isnot available locally? Will it be used indiscriminately cultural institutions. The automobile, for example, has made because doctors want protection against malpractice suits? possible our sprawling suburbs. Television has changed the Each new technological advance has far greater implica- character of political campaigns. However, each new devel- tions than is apparent on the surface. Basic issues of individ- opment brings with it choices and decisions, frequently ones ual and community values and human goals become evident which we have never encountered. Having no prior experien- when one begins to probe beneath the surface. If we are to ces with the effects of new choices/decisions, we cannot deal with the issues wisely, the importance of being well- readily predict the range of possible effects. Additionally, informed and knowledgeable is clear. Thus, a firm intellec- who should be involved and bear the responsibility of deci- tual and moral foundation becomes an important goal of sion ma king becomes a critical concern. In the past, decisions educating a participatory citizenry. were reserved for the educated few. Yet, in our modern The products and activities of science and medicine may democracy the assumption is that the people will determine perhaps have one of the most profound and drastic effects on the policy. With rapid biomedical advances, the public will the course of human development and evolution. Yet, like confront questions such as: many scientific endeavors they are shrouded in an aura of Who should receive new life prolonging therapies? Those mysterious and esoteric language. However, the potential patients who can afford them? effects and consequences are so formidable that it behooves What medical rescarch areas should government fund? educators to stimulate in students an awareness of the future Should systems be removed from patients in implications of medical applications and the meaning they an irreversible coma? have for them as individuals and as members of the human community. Who are the parents of the child conceived through Decisions to employ new and medical thera- artificial fertilization techniquesthat is, who bears the pies become complicated because two major considerations responsibility of bringing up the child? are involved. In one realm there is the scientific decision. Should companies be permitted to use genetic screening How adequate is the scientific knowledge and information? tests in deciding whom they hire? How well can effects be predicted and cont rolled? What risks The extent to which the public assumes a role in decision are involved and how can they be minimized? In the other making depends upon its awareness and understanding of realm there are considerations. What are the needs of the issues and its ability to evaluate the situation and infor- society? What are the priorities of these needs? What are the mation. Moreover, policy choices, unlike a math or science short-range benefits? Long-range benefits? Do short- and problem, have no single "correct" answer. Reliance on and long-range benefits conflict? Is there a difference between advice from experts also present dilemmas, for even the benefits to individuals and benefits to society? What trade- experts disagree. For example, the CAT scanner has been offs are involved and what are we willing to trade? hailed for revolutionizing diagnostic radiology. It is now Since our students will be the decision-makers of the possible to quickly, accurately and painlessly diagnose brain future, it is beholden upon them to begin exploring these conditions such as tumors, genetic defects and strokes. So problems and questions, integrating both technical and value significant is this machine that the inventors were recently elements. Value questions raised aredifficult to resolve; while a warded the Nobel Prize in Medicine. Nonetheless, how and there may be agreement as to what values can be considered when the scanner should be used is a controversial topic: or bad, the degree of "goodness" or "badness" of that How much more needs to be conducted to confirm value may vary from individual to individual as well as from its safety and effectiveness? Should it be uscd for any routine one community to another. Also, new scientific knowledge screening? Will every patient ,be able to pay for the costly may change value considerations and social customs. Blood- procedure; if not, who will assume the cost? Will people be letting to cure fevers was a procedure used in the not too distant past, yet today it isacknowledgedas total foolishness. , and that the mother of a Tay-Sachs afflicted child hasno The Greeks left their deformed babies out to die while today choice but to give birth and watch the child dieas its nervous corrective surgery has brought normal life formany of the system slowly degenerates? Or do we teach that such deci- physically deformed. sions are relative to an individual's value system,every value Decisions are further complicated by unknown effects, system having equal merit so that one cannot make judg- such as genetic defects or cancer causing chemicals, that ments of another's action? If a "value free" attitude pervades, come to light only after many future generations. How then can there exist any standards to guide our actions? does one know when one is making the best judgment and We believe that wise, responsible decision makingmust decisions.' Are there some absolute guidelines for making extend beyond mere clarification of values. It must consider medical decisions? the impact of the decision from a wider societal perspective Insight into our value and ethical systems is aproper which recognizes and protects human . Advances in the educational directive if the goal is to educate an informed and field of biology and medicine will create new and challenging participating citizenry. How do we approach value/ethical problems with far-reaching ethical implications. Somecur- considerations in the classroom? If we approach valuesas rent and future potential issues will be explored in this absolutes as in "character ed ucation," or "socialization edu- module to introduce students to critical choices that will, cation." do we teach that is milrder and therefore affect their future and the world in which they live. Overview of Dilemmas In Bioethics

Purpose Dilemmas in Bioethicscontains a series of twelve dilemma The purpose of this module is to introduce' students to a storieseach dealing with a critical issuc concerning the sample of critical issues in the area of biocthics. By posing application of currently available or potentially available problems and dilemmas encountered in scientific and medi- medical, biological tec hnology. The dilemmas are essentially cal applications, students will gain awareness and increased brief storics that pose a critical decision to be made by the k nowledge of contemporary concerns. They will also be main character. Each situation is intensified to stimulate int rod uced to new and future potential applications that may students to express their opinions and partake in the dia- have significant impacts on their lives. logue. The choice to be made revolves around the moral/ Moreover, they will have an opportunity to draw upon ethical issues of the situation, and itis the moral/ethical knowledge they have acquired and begin to relate ideas,' implication that provide theprust for th e discussion. Within concepts from the various disciplines. cach dilemma two or more basic moral issues are in conflict. Through critical analysis of thc issues, examining alterna- Table 4 identifies the issues emphasized in each of the tive perspectives and scrutinizing potential consequences, it is dilemmas. anticipated that students will improve those abilitie impor- Although the dilemmas involve individuals, we have con- tant in effective decision making, both in conducting their structed the different dilemmas to reflect decisions having own lives and in their future role as active and participating effects at the personal, community, national and global lev- citizens They will bc living in a world where many more els. In this way students can begin to expand their under- decisions about medical science:technology will be made at standing as well as consider the implications of decisions all levels and sectors of society. They will have to make from a variety of perspectives. tomorrow's world happen we must prepare them for that Preceding each dilemma are relevant readings or case responsibility. studies to provide students with a basic background of Strategy information regarding the bioethical issue presented in the The dilemma debate/ discussion is the main focus of student dilemma. The readings are intentionally brief so that students activity in Dilemmas in Btoethics. Hypothetical dilemma need not be encumbered with details. However, "pro" and "con" arguments are included to help students better under- situations are used to highlight and heighten the issues. It has stand the points of contention. been found that the dilemma discussion format can more A series of questions follow each dilemma. Students personally involve students and demonstrates more sharply should consider these questions to help them determine why the relevancy of the issues to their lives. It is our belief, however, that background information and the central character should take a particular action! The questions are also useful in guiding classroom discussion, some basic scientific knowledge are prerequisites to meaning- ful discussion. That is, discussions in a "vacuum" offer no generating additional ideas about the issue or investigating other ideas associated with the issues. The questions, in ne w understandings. For each dilemma, associated readings will provide a sketch of the curront types of research being essence, are intended to stimulate thinking about the issues and have students confront ideas they have not previously conducted, methods used to obtain new knowledge, ways in entertained. which the knowledge is applied, and new choices that have In addition, "Samples of Student Responses"accompany become available for ourselves aud future progeny. Many of each dilemma. These represent some of the positions taken the d ilemma situations arc adnp(ed from actual casc histories by typical students and the reasons thcy offer. They charac- while others, though hypothetical, are possibilities of the near future. This dilemma discussion approach will require an terize different moral reasoning stages. The sample responses active role on the part of the students, each having to take are useful to help stimulate controversy and engage students and defend his/ her position and consider implications. In in the discussion. By critiquing these responses, students can begin to formulate their own ideas. this way the level of relevancy is heightened when students The sample responses may also be used as a basis for can begin to understandlow science and technology are a forming the small discussion groups. After the students have dynamic part of their lives and the present and future ques- tions that,they need to address. read the dilemma and the three sample responses, ask for a show of handsfor example, those who agree with "Bob's The dilemmas, as presented, are simple in form but can bc response," "Carl's response," or "Jane's response." Students developed with increasing complexity depending on the intel- lect ual and conceptual potential of the students as well as who make the same selection can then be grouped together to discuss their reasons for that choice. The arguments pre- their interest and cunosity. Depending on the subject area or sented in the sample responses serve as a focal point from course, the concepts and concerns of economics, sociology, which students can develop additional arguments. history, polit ics, biology, , etc. might be further deve- loped. Drawing relationships from what is learned in the Or, groups may be formed based upon students selecting thc sample response theydisagree with most strongly. In this course will inevitably make studcnts' learning more meaning- case, the group members will provide counter arguments to ful and applicable. the response selected. Structure of the Module The dilemmas as presented are simple in form but can be Components of Student's Manual: further developed by the teachers with increasing complex- Introductory Reading ity, depending upon the intellectual and conceptual level of Dilemma Story thc students as well as their interest and curiosity. The subject Samples of Student Responses area or course(s) in which this module is taught will deter- Questions mine the ways in which many of the concepts might be Culminating Activity further developed. Drawing relationships from what is

3 TABLE 4 Issues Contained in Each Dilemma

Issues*

E a Dilemma .0 o 1 E 2 c co.g -5-, -5, c-rs g E E. ..c .g E c 2 ''' 3 ,g o..' .'.. 8 2 a, c .., g

Neethd: A New Kidney - Who Decides What? X X X The Line-Up for a Kidney Machine - You Decide! X X X Trying Out New Drugs. Would You Volunteer" X X X Research on the Fetus. Should We or Shouldn't We? X X X A New Personality for the Patient? X X X How Will the Information be Used" X X X The Patient Refused Treatment X X X To Know or Not to Know X X X X Is There a Need to Improve on Nature? X X X X The Child Could be Saved.. But Against the Wishes of the Parents X X X Babies Made to Order X X X A New Cure from Redesigned DNA X X X

'These basic mural issues as identified b) Kohlberg compose the undeilying elements ul a conflict situatioh involving a moral drusion Out ddemmas were constructed to incorporate two oi MOM of these issues Dilemma resolution requires a choice 'Aachen to be made between conflicung issues. F or instance, ina dilemma dealing with the issue of gove maim and Societe . thc questions surroundmg thc issue of governance include I) should one accept or rejectthe a whom) of the governing body" 2) W hat arc the ha racnstics nd r:sponsibilities of good gover nment" The social justiceassue raises t hc questions. I ) Should one defend or violate the political. soetal and economic nghts of another person') 2) What are the bases of these nghts?

learned in the ,ourse ll iney itably make students' learning mutation), physiological functions and interactions, organ more meaningful and applicable. function and transplantation, government controls, justice, As a culminating acti% ity for the module, students hae an life and society's increasingability to impact upon the opera- opportunity to develop their own set of guidelines for science tion of these conccpts. research and medical applications. Thcir considerations To increase students'ability to recognize futurc problems should include how these guidelines serve to protect human in biological/ medical applications. subjects and whether the extent of protection is sufficient. To increase studcnts' ability to develop and present What changcs do they believe are needed, if any? This activity effective arguments in a logical and comprehensive manner. should provide opportunity for the students to project into thc future, develop their idcas on what is desirable and To increase students' understanding of the influence and necessary, and examine and reflect on their conccpts of man importance of science and technology in their lives. and human nature. To enable studcnts to more critically examine thcir value systems. Objectives of Module To enable students to effectively integrate technical and To increase students' knowledge of societal issues in the social aspects of biological problems. arca of biocthics. To increase students' self-esteem and ability to commun- To increase students' ability to analyze issucs related to kate and function morc effectively in classroom discussions. biological/ medical sdence application. To increase socioscientific reasoning ability of studcnts. Dikmnuis in Bioethics in the School Currkultnn This module designed for the senior high grades (grades To incrcasc the dccision-making skills of students on 11-12) has been used in a variety of subject arca courses. bioethical issues by considering a range of alternative These courses include biology, genet ics, ciics, history, philo- solutions. sophy, anthropology, health educati on a nd family living. In a To increase students' awareness of potential conflict of civics course the concepts of and can be interests in thc application of biological/medical technology. explored from the perspective oi new dev.lopments where To increase students' understanding of such concepts as there are currentl;.,, or when. laws are conflicting and resource allocation and scarcity, biological control (heredity. ambiguous. For example, the legal definition of has

4 I 0 been an issue in organ transplantations, because new medical ods, or the dilemmas can be interspersed throughout an developments have made it possible to maintain a potential existing course of study. All of the dilemmas may be used or a donor's heartbeat, provide artificial respiration, etc.In portion used. The dilemmas may be assigned to all students anOther situation, Boston doct ors were brought to court and or divided among small groups of students. The module is charged under an 18th Century statute with "grave robbing" intended to provide another dimension to the existing course because they were studying the effects of antibiotics on or to "stand on its own" as a self-contained unit. aborted fetuses. While a civics class would focus the discus- sion on the legal aspects, a health course might raise such These dilemmas can also serve as a "springboard" for questions as: "How can one optimize the conditions for teachers to develop different dilemmas for their classes. It is insuring the birth of a normal, healthy child?""What consti- often the case that some of the best dilemmas are developed tutes the definition of normal?""How are fetuses affected by spontaneously from the materials that are part of the ongo- antibiotics?" These are only a fcw examples of the range of ing coursework. Having used these dilemmas, teachers can possibilities available for relating dilemma discussion to better understand the intent and value of dilemma discus- existing course curriculum. sions and begin to recognize other problematic situations The dual purpose of this module is to confront moral that confront society. The question of relevancy and meaning dilemmas and to gain insight into biomedical advances can be bridged when specific information is related to its both of which are necessary for effective decision-making impact on students' lives and more global effects on the and problem solving in society today and in tomorrow's future of humankind. world Nonetheless, this module is designed with flexibility in All important in this strategy is to engage students in the mind While a "recommended approach" is provided in this considerations of problems and new comerns that arise from teacher's manual, the module can be used in a variety of this age of science and technology. How to best apply our ways For example, all of the dilemmas may be presented as a new knowledge requires great wisdom which educators can single, continuous activity unit spanning several class peri- nurture and develop in the classroom. CulminatingActivity (Optional) 40 Student Development of Guidelines for and Medical Application After completing this module you might want to try this How does one distinguish between an experiment and activity. This final activity provides it mechanism for students therapy? (e.g., first heart transplant case) to p ut somc of the ideas and judgments that have emanated Selection of subjects from the dilemma discussions into a larger structural frame- How will researchers get volunteers? work. The concerns of each of the dilemmas can be focused Can children, prisoners, soldiers, dying patients or the on a wider dimension and tied together under a series of mentally retarded be considercd for experimentation? prescriptive statements on how society ought to act. It further requires students to project into the futurc and summarim the implications of science and medicine on human society. On what basis should a subject consent to the experiment? "What kind of society do wc want for the future?" "What How much information should be given :he subject? (e.g., ethical guidelines do we need to achieve this?" in drug testing, control groups arc needed to compare The guideline statements can be developed by thc classas a effectiveness of treatment; knowledge of whether one takes single group, in small groups, or as an assignment for each the test drug or not could influence the psychological student. Alternatively, the class might be divided into small ,response of the patient) groups, each selecting a section to develop. How can one be certain that the subject understands what The guidelines may be written for one or moreareas of procedures are to be performed and the associated risk? conccrn. The following is a sample outline for the arca of Will they withdraw from the experiment if they have human research and includes some introductory questions. knowledge of the possible consequences? However, it is expected that during the course of thc dilemma Regulating research discussion students have formulated some ideas aboutpre- Who should oversee the research project apd insure that it ferred types of actions/ behaviors. conforms to established guidelines? The exercise cahbe more or less extensive. It may simply Responsibility consist of a series of short statements but should reflect some Who should be responsible for unforeseen side effects? in-depth thinking on thc part of the studcnt. What constraints and safety measurcs arc needed? Guidelines for Human Experimentation What is the patient-doctor relationship if the subject is the patient of the researcher? (e.g., doctor wants to try a new Consideration might include the following: lifesaving technique that is yet to be proven effective) Permissible types of research Other topics for policy guidelines might-include: , How much risk can be taken? Research on the newborn, Genetic screening, Genetic engi- How can we justify the need to advance knowledge? to neering, Treatment to prolong life of the dying, Tissue and benefit patients" to protect society from devastating , Allocation of limited life saving ther- diseases? apy,In vitrofertilinhion. Selected Bibliography: Bioethics

A. Overview of Bicethical Issues and Implications Capron. Alexander. Medical research in prisons: should a moratorium Reviews. Symposiums and Collected Papers be called? , 3, June 1973. 4-6. Barber, Bernard (Ed ) and social change. Special Issue. Curran. William J.. and J.K. Bedcher. Experimentation in children, a The Annals of the American Acadcmy of Po Inca! and Social re-examination of legal and ethical . Journal of the Science, 437. May ;978 American Medical Association. 10. October 5. 1968. 77-83. Castleman. Nancy. Bioethicsresearch, action and ethics. Science Department Health. Education and Welfare. Guidelines, protection of Teacher. 41. October 1974, 18-21. human subjects. Federal Register. 39 (105). (May 30. (974, Christian Century: Bioethics: Emerging Issues. 91, February 20. 1974. 18914-18920.) 197. Goldman, L. The Willowbrook debate. World Medicine, 6 (26). Dowd, Donald. Likoff. W,. El Linton. J. R.. Berman. E. Wassrner. T. and September 22, 1971, 17-25. R Potter. Jr MedicaL moral and legal implications of recent Katz. Jay. Experimentation with human beings: the authority of the medical advances a symposium New York. DaCapo Press. investigator, subject, profession and state in the human experi- 1971. 16-17 mentation process. New York: Russell Sage Foundation. 1972. Ellison, Craig W (Ed Modifying man. implications and ethics. Marston, Robert Q. Medical science, the clinical trial and society. Hast- Washington. D.C.: University Press of America, 1977. ings Center Report, April 1973. 1-4. Fuchs. Victor R Who shall live' health, economics and social choice. Mitford, Jessica. Experiments behind bars: doctors, drug companies, New York. 1976. and prisoners. Atlantic. 231, April, May 1973, 38-94. Humber. James and R Almeder (Eds ) Biomedical ethics and the law. Pellegrino, Edmund. The necessity. promise and danger of human New York: Plenum Press. 1976. experimentation. In H.R. Weber (Ed.). Experiments with man. Ramsey. Paul. The patient as person: exploration in medical ethics. Geneva: World Council of Churches, 1969. New Haven: Yale University Press. 1972. Veatch, Robert and S. Sollitto. Human experimentation: the ethical Vaux, Kenneth Biumedical ethics. for the new medicine. New questions persist. Hastings Center Report. 3(3). June 1973, 1-3. York. Harper & Row. 1974. Fetal Research Veatch, Roben M 'Case studies in medical ethics. Cambridge. Mass.. Ayd. Frank J. Fetology: medical and ethical implications of mtervention Harvard University Press. 1977. in the prenatal period. AnnaLs of the New York Academy of Williams. P N. (Ed.). Ethical issues in biology and medicine. Cam- Science, 169, 1970, 376-381. bridge. Mass Schenk man Publishing Co.. 1974. Cullit on. Barbara. Grave-robbing: the charge against four from Boston B. The Impact of Science and Technological Applications City hospital. Science, 186, November 1974, 420-423. General Considerations Kass, Leon. Making babies - the new biology and the"old" morality. The Alexander. Shana. They decide who lives, who dies Life. 53. November Public interest, 26, Winter 1972, 18-56 9. 1962. 102. Morison, Robert and S. Twiss. The human fetus as useful research Boulding. Kenneth The high price of technology misused. Technology material. Hastings Center Report. 3,8-10. Revieh: 75 (5). July-August 1975. Ramsey. Paul. The ethics of fetal research. New Haven, Conn.:, Yalu Callahan. David. Science: limits and prohibitions. Hastings Center University Press. 1975. Repon,'November 1973. 5-7 Tiefel. Hans 0. The cost of fetal research. New England Journal of Living with the new biology. The Center Magazine. 4 (2). Medicine. 294, January 8. 1976. 85-90. July-August. D Genetics Childress. James F. Who shall live whcn not all can live? Soundings, 43 (4). 1970. 339-355. Beauchamp, Thomas L. On justification for coercive genetic control. In Katz. Jay and A Capron Catastrophic disease. who decides what? New J. Hunter and R. Almeder (Eds.). Biomedical ethics and the law. York: Russell Sage Foundation. 1975 New York: Plenum Press, 1976, 370-371. ewin, Leonard C Bioethical questions Harpers. 257. August 1. 1 978. Dobrhansky, Theodosius. The biology of ultirnqte concern. New York: 21-29. World Publishing Co., 1969. Leiman, Sidney The ethics of lottery. Kennedy Institute Quarterly English. Darrel Gerietic manipulation and man. The American Thology Repon.4 (2) Sum mer 1948. Joseph and Rose Kennedy Institute Teacher, 34, 1972, 507-513. of Ethics. Georgetown University. Washington. D.C. 2005 7 Etneni, Amitai. Genetic fix. New York: MacMillan, 1973. Rinehart. Kenncth L et al(Eds ), Wednesday night at the lab. antibio- Fletcher. Joseph. The ethics of genetic control: ending reproductive tics, contraceptives, drugs and ethicsNew York: Harper & roulette. New York: Doubleday, 1974. Row, 1973 Francoeur, Robert. Genetics and the future human. Science Teacher. 41. 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