How to Integrate Neuroethics into a Neuroscience Course - And Drive Student Engagement with Core Concepts

Students are thinking about ethical, moral, and societal implications of science-as individuals and communities- regardless of whether these topics are part of formal curricula. Ethical questions can arise from broad neuroscientific questions (What is consciousness?), emerging topics (e.g., synthetic biological intelligence), neurotechnologies (e.g., human brain organoids), and respective intersections (Could brain organoids be intelligent or conscious?). As a field of scholarship, the ethics of brain science, or 'neuroethics', can help students to situate what they are learning in the classroom within a broader socio-philosophical context that advances critical and ethical reasoning toward future neuroscience research or technologies. I will argue that neuroethics can also enhance student situational interest and cognitive engagement with core neuroscientific concepts that align with core learning objectives. Yet faculty face challenges when incorporating neuroethics topics into courses, which may include, but are not limited to i) lack of disciplinary expertise, ii) time or resource constraints within courses, or iii) the perceived lack of value in formally including ethics instructional content in courses focused on core concepts in neuroscience education. This Opinion article aims to demonstrate how these challenges can be overcome. I describe how the Value Reappraisal Model can be used as a process theory to guide integration of neuroethics into neuroscience curricula. My autoethnographic account of developing and teaching a new course provides a case study for faculty who are interested in creating curricular opportunities for students to engage with ethical issues by fostering deeper learning and appreciation of core concepts in neuroscience.