[生物伦理学在教学中的原则:困难和建议]
1Unidad de Humanidades y Ética Médica, Universidad de Navarra Irunlarrea, 1. 31008 Pamplona. Tf. 948425600 ext. 806203. apardo@unav.es.
概括
传统的生物伦理学教学使用诸如自治和正义等原则是不够的,因为模两可和糟糕的教学设计. 有效的生物伦理教育需要采用替代方法.
科学领域:
- 生物伦理教育教育 生物伦理教育
- 医学伦理 医学伦理
- 伦理哲学的道德哲学
背景情况:
- 生物伦理教育通常依赖于四个核心原则:自主性,公益性,非恶性和正义.
- 这些原则虽然被广泛使用,但在实际的道德应用和教学有效性方面存在重大挑战.
研究的目的:
- 批判性地检查使用已建立的生物伦理原则作为主要教学方法的局限性.
- 倡导在生物伦理教育中采用替代教学方法.
主要方法:
- 分析四个常被教导的生物伦理原则 (自主性,公益性,非恶性,正义).
- 评估它们对道德实践和教学方法的适用性.
- 探索特定的局限性,包括术语模两可,形式主义,学生需求和专业术语.
主要成果:
- 这四个原则在伦理实践中表现出显著的不足,原因是模两可.
- 在教学上,他们遭受了糟糕的术语-概念对齐,形式主义阻碍了现实世界的应用,缺乏学生的适应能力,以及过度专业化的语言.
- 这些局限性表明需要一种不同的生物伦理教学策略.
结论:
- 目前在生物伦理学教学中对自主性,公益性,非有害性和正义的依赖在教育上是有缺陷的.
- 一个修订后的方法是必要的,以更好地为学生提供实用的道德推理技能.
- 区分生物伦理学原则和一般伦理学原则对于有效的教学至关重要.
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