The Force of ethics awakens
2015; American Association for the Advancement of Science; Volume: 350; Issue: 6266 Linguagem: Inglês
10.1126/science.350.6266.1325-b
ISSN1095-9203
Autores Tópico(s)Neuroethics, Human Enhancement, Biomedical Innovations
Resumo![Figure][1] PHOTO: © LUCASFILM/SUNSET BOULEVARD/CORBIS “Would creating an army of clones to battle droids be ethically acceptable? As the Chancellor Palpatine suggested to Anakin Skywalker, could creating life or indefinitely prolonging life be considered morally legitimate? If so, then why did the Jedi's moral code strictly prevent all forms of research on altering life itself and ban the acquisition of such knowledge?” I pause to allow my students to absorb these questions. They regard me, wide-eyed. Summoning Master Yoda, Obi-Wan Kenobi, or even—may the Force protect us!—the Emperor in a class on the ethics of biomedical research might at first sound a bit out of place. But upon closer look, the Jedi and the Sith could well be welcome there. Star Wars presents an almost continuous collection of life-related moral dilemmas, each of them serving as a perfect starting point for discussions in a biomedical classroom. From massive cloning and species destruction or creation, to mind-control and knowledge being kept by (and for) a limited elite, Star Wars provides examples for almost all of the challenges we want students to consider. The vast majority of students are highly familiar with the popular culture phenomenon that is Star Wars , and they are motivated to actively engage in the debate process. With biomedical science moving so fast that it might sound like fiction, one of our missions is to prepare students—the future scientists—for the ethical challenges they might encounter in their career. Popular culture is just a tool we can use to approach such essential questions. Still, awakening the Force in the classroom might help our students avoid becoming seduced by the Dark Side. [1]: pending:yes
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