| Description |
1 online resource (209 pages) |
| Series |
Routledge Research in Education |
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Routledge research in education.
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| Contents |
Cover; Half Title; Title Page; Copyright Page; Dedication; Table of Contents; List of tables; Preface; Acknowledgements; List of abbreviations and glossary; 1 Introduction: Biopolitical control and the possibilities for life political education; Healing or enhancing with reproductive and genetic technologies (RGTs)?; Healing or enhancement: is there a difference?; Healing or enhancement: how do we teach about them?; Healing or enhancement: how do we govern with them?; The workshop sessions; The structure of the remainder of this book; 2 Biopolitics and state in education |
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Biopolitical control: the influence of the bio-orators in historyThe cultural salience of the 'gene for'; Science, state and schooling: the biosciences' impact on twentieth- and twenty-first-century education in Europe and the US; Outreaching for the body; 3 Biopinion; What is 'opinion'? Why does it matter (to science)?; Argumentation and opinion: political and philosophical theories for biology pedagogy; Anthony Giddens and Bruno Latour: witnessing and mediation; 4 Future scripts and present bodies; Positioning and performativity: bodies in trouble |
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Snapshots of locales and spheres: media and science fiction in informal educationSnapshots of sites: the schools and participants in The Gift sessions; ND, North Dublin; SD, South Dublin; NDC, North Dublin city centre; LH, Louth; SK, South Kildare; SW, South Wicklow; The bioscientist presenters; Summary; 5 The bios in education; The biology curriculum; Pedagogy: belief, believing and making belief; How science studies STS can inform science education STS; Debate in a life political curriculum; 6 'Political' science and framing: An education from media; 'Framing' 'science' |
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Frames, framings and positioning in media debatesA living Likert: choosing positions of agreement on film characters' decisions; The troll; Summary; 7 Nine genetic futures; 'Modern Progress'; 'Harmony with bifurcated nature'; 'Fortuna/fate'; 'Parent/patient autonomy'; 'Sacred embryo'; 'Future child'; 'Future humanity'; 'Commodification'; 'Pandora's slippery runaway'; 8 Life politics; Bioscience and choice; Public opinion or popular wisdom?; Ethics or practical good?; Humanity: so what is the human and what can she be?; A critical classroom speaks to future parliament |
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Appendix: Wellcome Trust film debate activitiesBibliography; Index |
| Summary |
What should individuals and society do when genetic screening becomes widely available and with its impact on current and future generations still uncertain? How can our education systems around the world respond to these developments? Reproductive and genetic technologies (RGTs) are increasingly controversial and political. We are entering an era where we can design future humans, firstly, by genetic screening of ""undesirable"" traits or indeed embryos, but perhaps later by more radical genetic engineering. This has a profound effect on what we see as normal, acceptable and responsible. This |
| Notes |
Print version record |
| Subject |
Biotechnology -- Study and teaching
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Biotechnology -- Moral and ethical aspects
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Bioethics.
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Biology -- Study and teaching -- History -- 21st century
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BUSINESS & ECONOMICS -- Business Ethics.
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Bioethics
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Biology -- Study and teaching
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Biotechnology -- Moral and ethical aspects
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Biotechnology -- Study and teaching
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| Genre/Form |
History
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| Form |
Electronic book
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| ISBN |
9781134592852 |
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113459285X |
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9781306708821 |
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1306708826 |
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