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  1. Studies in Philosophy and Education
  2. Studies in Philosophy and Education : Volume 26
  3. Studies in Philosophy and Education : Volume 26, Issue 1, January 2007
  4. Biotechnology, ethics and education
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Studies in Philosophy and Education : Volume 36
Studies in Philosophy and Education : Volume 35
Studies in Philosophy and Education : Volume 34
Studies in Philosophy and Education : Volume 33
Studies in Philosophy and Education : Volume 32
Studies in Philosophy and Education : Volume 31
Studies in Philosophy and Education : Volume 30
Studies in Philosophy and Education : Volume 29
Studies in Philosophy and Education : Volume 28
Studies in Philosophy and Education : Volume 27
Studies in Philosophy and Education : Volume 26
Studies in Philosophy and Education : Volume 26, Issue 6, November 2007
Studies in Philosophy and Education : Volume 26, Issue 5, September 2007
Studies in Philosophy and Education : Volume 26, Issue 4, July 2007
Studies in Philosophy and Education : Volume 26, Issue 3, May 2007
Studies in Philosophy and Education : Volume 26, Issue 2, March 2007
Studies in Philosophy and Education : Volume 26, Issue 1, January 2007
Biotechnology, ethics and education
Cognitive contours: recent work on cross-cultural psychology and its relevance for education
Philosophy and language learning
A review of James D. Marshall (ed.): Poststructuralism, Philosophy, Pedagogy, Kluwer Academic, Dordrecht, 2004
Lacking lack: a reply to Joldersma
Studies in Philosophy and Education : Volume 25
Studies in Philosophy and Education : Volume 24
Studies in Philosophy and Education : Volume 23
Studies in Philosophy and Education : Volume 22
Studies in Philosophy and Education : Volume 21
Studies in Philosophy and Education : Volume 20
Studies in Philosophy and Education : Volume 19
Studies in Philosophy and Education : Volume 18
Studies in Philosophy and Education : Volume 17
Studies in Philosophy and Education : Volume 16

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Biotechnology, ethics and education

Content Provider Springer Nature Link
Author Fitzsimons, Peter John
Copyright Year 2006
Abstract Fundamental differences between current and past knowledge in the field of biotechnology mean that we now have at our disposal the means to irreversibly change what is meant by ‘human nature’. This paper explores some of the ethical issues that accompany the (as yet tentative) attempt to increase scientific control over the human genetic code in what amounts to a diminishing of difference and the reduction of human life to scientific explanations at the expense of spiritual, cultural and communal considerations. Within such a limited view, the critical role of education is reduced in favour of promoting psychological efficiency, with the possibility of accelerating learning and increasing intellectual capacity through genetic manipulation. A major concern expressed in the paper is the fine line between corrective therapy and psychological enhancement: Who should be defining the normal range of human difference? And what degree of caution should be required in redesigning future generations? The unknown dangers inherent in the (perhaps irreversible) application of genetic technology to human life suggests that current precautions may not go far enough in recognising that education is a contestable field.
Starting Page 1
Ending Page 11
Page Count 11
File Format PDF
ISSN 00393746
Journal Studies in Philosophy and Education
Volume Number 26
Issue Number 1
e-ISSN 1573191X
Language English
Publisher Springer Netherlands
Publisher Date 2006-08-30
Publisher Place Dordrecht
Access Restriction One Nation One Subscription (ONOS)
Subject Keyword Bioethics Biotechnology Subjectivity Genetic modification Identity Education (general) Assessment, Testing and Evaluation Philosophy of Education
Content Type Text
Resource Type Article
Subject Philosophy Education
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