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Bioethics Workshop materials
Darryl Macer, Ph.D.UNESCO BangkokEmail: rushsap@unescobkk.orgWebsites: www.unescobkk.org/rushsapwww.eubios.info
Bioethics
is the study of ethical issues and decision-making associated with the use of living organisms.Bioethics helps us make better choices that affect international policy, environment, human health, and society.
Society
is facing many important dilemmas about the use of science and technology. These decisions affectthe environment, human health, society, international policy and us.There are at least three ways to see bioethics:
Descriptive Bioethics
is the way people view life, their moral interactions and responsibilities with livingorganism in their life. What do you think about bioethics?
Prescriptive Bioethics
is to inform or try to tell others what is ethically good or bad, and what principles aremost important in making such decisions. It may also be to say that someone or something has rights, and thatothers have duties to them. Do people tell you what is good or bad?
Interactive Bioethics
is the discussion and debate about bioethics between people, groups within society, andcommunities. Have you ever heard such debates?Developing and clarifying prescriptive bioethics allows us to make better choices, and choices that we can livewith, improving our life and society. The choices that need to be made in the modern biotechnological andgenetic age are many, extending from before conception to after death. The timing of reproduction,contraception, and marriage choice are not new. Euthanasia, a good death, is also an old choice, forced uponus by our mortality.Bioethics tries to find a balance between the ideals of doing good, not doing harm, individual autonomy and justice to all.While medical ethics was developed in ancient times, it did not mention the concept of consent. The traditionalmodel until the 1950s in mainstream medicine in most countries was called paternalism, which means thedoctor behaved like a father to a child. In all societies there is a transition from paternalism as a treatment styleto more participatory processes between the patient and the health care professionals (nurses, dentists, anddoctors ...)Informed ChoicePeople have been given special rights to protect them against others. People have life values that are importantto them that doctors should not ignore.Informed ConsentFor every procedure the patient should be offered an explanation of the problem and possible solutions, andthen their consent asked.PaternalismThere is no reason to treat patients as uneducated, and who are unable to understand. A good doctor canexplain the situation to the patient.
Informed Consent
The doctrine of informed consent holds that before a patient is asked to consent to any treatment or procedurethat has risks, alternatives, or low success rates, the patient must be provided with certain information.This information includes at least the following, which must of course, be presented in language the patient canunderstand:.A description of the recommended treatment or procedure.A description of the risks and benefits of the recommended procedure, with special emphasis on risksof death or serious bodily disability.A description of the alternatives, including other treatments or procedures, together with the risksand benefits of these alternatives.The likely result of no treatment
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.The probability of success, and what the physician means by success.The major problems anticipated in recuperation, and the time period during which the patient will notbe able to resume his or her normal activities.Any other information generally provided to patients in this situation by other qualified physicians
Human Rights.
 
What rights do you have?
In 1948 the Universal Declaration on Human Rights was agreed at the United Nations and following that it hasbeen used in International Conventions on different expressions of human rights, and in the laws andconstitutions of many countries. It states that there are universal human rights, which should be protected andrecognized. This is different from saying everyone is of equal use to the world. The concept of human rightstries to separate human beings from the concept of how useful a person is.Think about….Do all people have equal rights? Should all people have equal rights?
Universal Declaration on Bioethics and Human Rights
In 2005 the concept of human rights has been applied also to bioethics and the Universal Declaration onBioethics and Human Rights has been issued in order to provide a general framework for principles andprocedures for guidance.The main principles included are:1.Human dignity and human rights2.Benefit and harm3.Autonomy and individual responsibility4.Consent5.Persons without the capacity to consent6.Respect for human vulnerability and personal integrity7.Privacy and confidentiality8.Equality, justice and equity9.Non-discrimination and non-stigmatization10.Respect for cultural diversity and pluralism11.Solidarity and cooperation12.Social responsibility and health13.Sharing of benefits14.Protecting future generations15.Protection of the environment, the biosphere and biodiversityThe objective of learning should be to impart knowledge and skills that can help assist learners in their personalpaths towards finding their place in the world. Critical thinking is enhanced by asking questions. There aremany books and materials available on the web.One book is simply called
Moral Games for Bioethics
. The games can be used for many subjects and adaptedto make learning enjoyable for all involved. This book summarises methods that can be used with persons atalmost any age to enable participatory learning, and assist the process of learning. As we face increasingamounts of information and content, this publication suggests methods to enhance student centred learning.The games listed in that book include:
Game 1:
Donuts
Game 2:
How do you think?
Game 3:
Agree or disagree
Game 4:
Moral continuum (line-up)
Game 5:
Talk in pairs
Game 6:
Consensus Pairs
Game 7:
From pairs into groups
Game 8:
Small groups
Game 9:
Card sorting
Game 10:
Moral Continuum (using cards)
Game 11:
Debates
Game 12:
Whispers
Game 13:
Who am I?
Game 14:
Hot seat
Game 15:
Concept blocks
Game 16:
Bus stops
Game 17:
Thought shower 
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Game 18:
Postboxes
Game 19:
Brainstorming
Game 20:
Drawing a Relationships Web
Game 21:
Courage to change
Game 22:
Fish tanks
Game 23
: Role plays
Game 24:
Make dramas
Game 25:
Pass the parcel
Game 26:
Mathematics Exercises
Game 27:
Drawing or producing Art
Game 28:
Low hanging fruit
Game 29:
Problem tree
Game 30:
Problem wall and solution tree
Game 31:
Trust game
Game 32:
Risk game
Game 33:
Desired Change Diagram
Game 34:
Mapping social networks
Game 35:
Health Journey
Game 36:
Negotiation cards
Game 37:
Head or heart
Game 38:
Future’s wheels
Game 39:
Devil’s advocate
Game 40:
Field Visits/Educational Visits
Game 41:
Mapping stigma
Game 42:
Case Study
Game 43:
Make a song or advertising jingleIt results from many trials, especially in the UNESCO Asia-Pacific School of Ethics, that can be adaptedglobally. The book is available to download for free from the website:<http://www.unescobkk.org/index.php?id=multilingual_material>On that website you will also find further open-source multilingual materials on bioethics.Teaching materials are available as MS Word files in the compilation, Macer, DRJ, ed.,
Cross Cultural 
 
Introduction to Bioethics
including:
 
A. Bioethics and the Ethics of Science and Technology
1. Making Choices, Diversity and Bioethics 12. Ethics in History and Love of Life63. Moral Agents184. Ethical limits of Animal Use225. Ethics and Nanotechnology27
B. Environmental Ethics
1. Ecology and Life302. Biodiversity and Extinction363. Ecological Ethics404. Environmental Science435. Environmental Economics516. Sustainable Development637. Cars and the Ethics of Costs and Benefits738. Energy Crisis, Resources and Environment789. Ecotourism 8510. The Earth Charter Initiative93
C. Genetics
1. Genetics, DNA and Mutations982. Ethics of Genetic Engineering102
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