Rachel responding to Paul Root Wolpe: Bioengineering

How is the topic of ethics addressed both formally and informally in the program and life of the school? What are the stress points for ethics in education, generally and your educational setting specifically?

As Wolpe shares recent bio-engineering “accomplishments”, I can’t help but feel a range of emotions. I first begin to wonder about all of the unsuccessful attempts. I am saddened to think that many animals have suffered and died at the hands of human experimentation. Others, who have survived, live a life that is unnatural; glowing bodies, hybrid forms, movements controlled by computers. I am unsettled by many of the capabilities we have as humans. Who are we to intentionally manipulate these creatures? I then begin to think differently about these discoveries. As an educator, I value the process of trial and error and recognize how essential it is to successful scientific discoveries.  Although my thoughts and opinions fall on both sides of the debate, I turn to the teachings of the Catholic Church regarding bio-ethics. I had an opportunity to discuss the Church’s stance with a member of our faculty whose background is Theology.  Here are a few things I learned:

·         There are no specific indications from the Magisterium of the Church on biotechnology. Because of this, we cannot condemn the use of these products.

·         Genetic engineering in agriculture: Acceptable only if all risks are minimized; Effects cannot be evaluated solely on the basis of immediate economic interests. They must be submitted beforehand to rigorous scientific and ethical examination, to prevent them from becoming disastrous for human health and the future of the earth;

·         Animal cloning: “It could help to resolve in a final way the problem of species in the process of extinction.”

·         Human Engineering: “The Pontifical Academy for Life says no to the cloning of man in all its forms."

When making one’s own determination regarding an ethical position, the Church offers these suggestions:

·         Clarify—determine what needs to be decided and identify a range of options.

·         Evaluate—look at facts and assumptions carefully. Identify solid facts. Look at the credibility of the information sources.

·         Decide—make a judgment about what is or is not true, and what consequences are likely to occur.

·         Implement—develop a plan to implement your decision so as to maximize benefits and minimize risks.

·         Monitor and Modify—be prepared to take a different course of action, based on new information.

At our school, teaching of ethics is intertwined throughout our religion education classes, as it relates to the Catholic catechism. As points of discussion arise that refer to ethical decision making, teachers can take the opportunity to relay this to the Church’s teaching.  Although currently there is no formal curriculum, there is a plan that will be implemented in the future. Until then, the steps described above can provide a framework for students to follow when evaluating situations.