ETHICS OF SCIENCE NOW MATURING: EXPERIENCES SO FAR AND OUTLOOKS AHEAD (original) (raw)
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2023
This paper discusses issues of scientific ethics, an important aspect to be studied in relation to the many misuses of scientific knowledge that have been proven to have a negative impact on dehumanization and environmental sustainability. Although at first value-free science has contributed tothe rapid development of science, but later when the application of science spread out, both for good purposes and evil purposes. Therefore, the rules of scientific ethics are very important to be considered in determining the object of research and application of science in society. The discussion begins with the paradox of science (between benefits and threats), the question of whether science should be value-bound or value-free, and finally the ethical principles of science.
Science, ethics, and scientific ethics in the modern world
Environmental Geosciences, 1999
Environmental issues have become a concern of American society over the last 25 years. Scientists are responsible for providing impartial information, data, and guidance to the public. However, issues of science have become blurred with issues of public perception, leading decision makers and the public to disregard scientific testimony in the development of public policy. This article traces the early history of the environmental movement and considers elements of a free society in making choices about the future. By using parables and history, it becomes axiomatic that science and scientists must work with the public to balance resource demands with environmental needs for the good of all. Lessons from these parables can be translated into admonitions for scientists to be more forthcoming, to test their work against the needs of society, and to challenge political actions that are not based on good science. Scientists are challenged to be ethical leaders. This article is drawn from the author's presentation at the conference "Meeting Societal Resource and Environmental Requirements into the Twenty-First Century."
The imperative responsibility: the return of ethics in science
Годишен зборник на Филозофскиот факултет/The Annual of the Faculty of Philosophy in Skopje, 2021
At the height of self-satisfaction from the technical-technological progress, in the 20th century, it was forgotten that science and philosophy begin with wonder, astonishment. Wonder, of course, has a dimension of ignorance. Ignorance, at least according to Aristotle, is the ignorance of the reason which people are trying to find out. This is how science is born, scientific processes are started, which are similar during the solution of geometric, astronomical, or problems of modern genetics. But the rapid development of technology in the 20th century also left the man with a whole new moral situation of spreading scientific and technological achievements, a process that is an unstoppable anthropological phenomenon because it is an ontological determinant of modern man. Society, the community, really has a difficult task to balance between scientific freedom of expression and the responsibility to uphold social norms and societal values. The existing mostly heteronymous prohibitions, although necessary, are not sufficient unless the scientists themselves develop an awareness that the general humanistic moral principles and the principles of scientific critique, especially the principle of responsibility, should be followed.
Engaging with the ethical implications of science
Perhaps the first question that many will ask is ‘Why should we engage with the ethical implications of science?’ It may be argued that as scientists our job in research is to investigate the universe and in teaching, to enable our students to understand current hypotheses and the reasons why they are held. We deal, the argument continues, in data and evidence gained by rigorous experimentation, observation and measurement - the Baconian approach to understanding the world. Ethics, i.e. the attempt to systematise questions of morals, questions of right and wrong, surely lies outside our remit.
Ethics and legislation in science - a general reflection
Ethics in science has not always been an issue for the public or even scientists conducting research. In former times, science was considered to be value-free and a lot of research projects were conducted without taking ethical aspects into consideration. At least since was shown that scientific research does not necessarily bear only good (i.e. the Manhatten project’s atomic bomb) the public not only began to be interested in scientific methods and how results are achieved, but also in the purpose of doubtful projects. Since there is no blind trust in science any longer and the one and only belief that science only bears good is out dated, ethics in scientific research is, in no case, de rigueur and has moreover become something comparable to an instrument that scientists can and have to use wisely in questionable situations. One might argue that the reflection on ethics is limited to researchers like physicians or veterinarians as their actions directly affect living beings. On closer examination the majority of scientists’ work in several fields inflicts consequences for third parties. Despite the generally admitted position that ethics is inseparably bound to scientific research, the science community still exhibits some sort of incapability in dealing with ethically significant situations.
Can I, or Should I? Science and Ethics
2021
Purpose: Students will engage in a group discussion about the important relationship that exists between scientific advancement and ethical considerations. Optionally, students learn about an amusing historical example of ethics going unchecked in the face of scientific progress, with what could have been glaringly obvious and disastrous effects, as an illustration of why such advancements must be checked by ethics
The ethics of being a scientist
In recent years there has been an increasing recognition that becoming an ethical scientist may not happen by osmosis. Teaching research ethics has therefore become an integral part of many university curricula. In the United States, the Office for Research Integrity has identified nine core areas for consideration regarding the responsible conduct of research. These are: (i) Research misconduct; (ii) Protection of human subjects; (iii) Animal use and welfare; (iv) Conflicts of interest; (v) Data management; (vi) Mentor/Trainee responsibilities; (vii) Collaborative research; (viii) Authorship and publication; and (ix) Peer review. These components are clearly most applicable to the training of postgraduate students but have relevance for undergraduates both in the preparation for a research project and also as part of their broader education regarding the nature of scientific research (see, for example, http://nationalethicsresourcecenter.net/undergrads).