1

Ethics in the Research Ethics in the Research TriangleTriangle

Gary Comstock

Key leadersKey leadersCharlie Moreland Vice-Provost, Research

Linda Brady Dean, CHASS

Bob Sowell Dean, Graduate School

John Gilligan Vice-Provost, Research

John Carroll Philosophy

Robert Kelly Chemical Engineering

Paul Williams Accounting

Noah Pickus Institute for Emerging Issues

Key leaders

Hal Levin Philosophy

Stephanie Curtis Genetics

Fred Semazzi MEAS and Mathematics

Rick Fish Veterinary Medicine

Bill Swallow Statistics

George Kennedy Entomology

Subhash Batra Textiles

Ellis Cowling Univ. Professor at Large

Faculty offering ethics coursesFaculty offering ethics coursesSusan Carson Biotechnology Center

Geraldine Luginbuhl Microbiology

Joe Herkert Multidisciplinary Studies

Bruce Hammerberg Microbiology

David Ollis Chemical Engineering

Jean Ristaino Plant Pathology

Thomas Rufty Crop Science

Arthur Weissinger Crop Science

Donna Carver Poultry Science

Participants in Ethics Institutes Participants in Ethics Institutes

Sophia Kathariou, Ted Shear, Glen Almond, O. W. Barnett, Jim Burton, Gerald Huntington, James Moyer, Prema Arasu, David Danehower, Donn Ward, William Oxenham, Michael Paesler, Sastry Pantula, Michael Shulman, Charles Smith, David Shafer, Chuck Davis, Virginia Aldige, Richard Bernhard, Wendy Boss, Al Chen, John Classen, Victoria Gallagher, Carol Kasworm, Erin Malloy-Hanley, Brian McMillen, Lori Messinger, Maria Oliver-Hoyo, Elizabeth O’Sullivan, Shishir Raval, Alan Reiman, Lucindy Willis, Jay Narayan

Authors of instructional modulesAuthors of instructional modulesMentors of ethics fellowsMentors of ethics fellows

Participants in Ethics Institutes Participants in Ethics Institutes

Debra Paxton, Matt Ronning, Peggy Hoon, Marcia Gumpertz, Larry Nelson, JoAnn Burkholder, Vicki Gallagher, Tim Lucas, Cat Warren, Ron Czaja, Moon Suh, Denis Gray, Michael Schulman, Katherine Klein, Richard Dellafave, Mohammed Bourham, Edward Davis, David DeMaster, Mohamed Jim Fikry, Bupender Gupta, Gerald Janowitz, Naihuan Jing, Thomas Kepler, Saad Khan, Carl Koch, Gordon Lee, Russell Linderman, Gary Mirka, James Mulligan

Ethics Program faculty associatesEthics Program faculty associatesDr. Nikki Robertson Retreat Coordinator

Dr. Yuri Yamomoto Seminar Coordinator

Dr. Lillian Johnson Program Assistant

Ann Rives Program Assistance

Andy Whalen Webmaster staffstaff

History of NC State Ethics Program1998 – 00: Bioethics Institutes

Ninety life scientists from US

Ethical theory and pedagogy

Tom Regan, G. Comstock

1999 – 02: Research Ethics Initiative

Research ethics, faculty and grad studentsOnline instructional moduleRebeca Rufty, Tom Regan, James Wilson

The Trinity1998 – 00: Bioethics Institutes

90 US life scientists

Ethical theory and pedagogy

Tom Regan, G. Comstock 1999 – 02: Research Ethics Initiative

Research ethics, faculty and grad students Online instructional modules

Rebeca Rufty, T. Regan, James Wilson

LeadershipLeadership

NC State is a national leader in research ethics education.

#1 among landgrant universities

in research ethics instruction.

Becky Rufty, Tom Regan, Jim WilsonBecky Rufty, Tom Regan, Jim Wilson

OverviewOverview

A. Some challenges

B. A response: Ethics education

OverviewOverview

A. Challenges for

Students

Faculty

All of us

Challenges for students

Online paper mills, plagiarism Cheating on tests Fabrication of lab data Tolerance for diversity Responsible use of alcohol Responsible use of credit, debt

Carol Innerst, "Universities Retreat in War on Cheating," Washington Times, January 29, 1998. Data from 1993 study by Donald M. McCabe, Rutgers University, and founder, Center for Academic Integrity, Duke University www.ncpa.org/pi/edu/jan98o.html

87% Admit cheating on written work

70% Admit cheating on a test

52% Admit copying from someone

26% Admit plagiarizing

Students

- Donald McCabe, Rutgers

The incidence of cheating todayseems to be roughly twice as great as 30 years ago.

Students

And on the rise.

Challenges for faculty

1. Relations with students

2. Publication and authorship

3. Data management and sharing

4. Use of humans, animals, in research

5. Business and investing behavior

6. Conflicts of interest and commitment

7. Plagiarism, falsification, fabrication

“Though 83% of parents say it is vital to teach kids self-control, only 34% say they have succeeded.”

Parents feel they’re failing to teach values

Karen S. PetersonOct. 30, 2002

  In 2001, the U.S. ships genetically modified foods without labels to developing countries.

Challenges for all of us

Three of the 10 warmest years on record occur after 1990.In 1960, the gap between rich and poor is 30:1. In 2002, it is 60:1.

1 of 5 children in US is born into poverty.

In recent years, several large corporations grossly misreported earnings, misled investors, and decimated retirement accounts.

Challenges for all of us

20

How Did We Get Here?

Religious traditions have lost much

authority Universities have not communicated

values effectively

Increasing skepticism about foundations of moral judgments

Skepticism about foundations of morality?

No transcendent truth-makers in morality; No transcendent truth-makers in morality; only moral attitudes selected for fitnessonly moral attitudes selected for fitness

Darwinism in science & morality

No moral progress; status quo is inevitable No moral progress; status quo is inevitable and, therefore, unchangeableand, therefore, unchangeable

No purpose in nature; only random No purpose in nature; only random mutation, selection for evolutionary fitnessmutation, selection for evolutionary fitness

22

Status quo is inevitable, unchangeableStatus quo is inevitable, unchangeable

Darwinism seems to justify racism, sexism, exploitation of the weak by the strong, etc.

Nature evolved us this way; hence “this way” is the right way.

OverviewOverview

A. Some challenges

B. A response: Ethics education

Response?Response?

Responses should depend on the challenge

Most students are well-intentioned.

But many are not well-informed.

And all need some guidance.

Ethics education: Three strategies

1. Explain rules1. Explain rules

2. Tell stories2. Tell stories

3. Conduct research3. Conduct research

Ethics education: Three strategies

1. Explain rules1. Explain rules

2. Tell stories

3. Conduct research

1. Explain rules

Remind students of rules

of their natal communities

Introduce them to rules

of university community

Remind students of their own rules

"Treat others as you would like

them to

treat you"

- Jesus, from

The Gospel

of Luke

Remind them of their own rules

"What is hateful to yourself do not do to your fellow man. That is the whole of the Torah“

- Babylonian Talmud, Shabbath 31a

"No man is a true believer unless he desires for his brother that which he desires for himself”

- Hadith, imam 71-72

Remind

Hindu version: "Let not any man do unto another any act that he wisheth not done to himself by others, knowing it to be painful to himself" (Mahabharata, Shanti Parva, cclx.21).

Confucian version: "Do not do to others what you would not want them to do to you" (Analects, Book xii, #2).

Buddhist version: "Hurt not others with that which pains yourself" (Udanavarga, v. 18).

1. Remind them of their rules2. Explain our rules

The credo of the university

1. Diverse opinions are encouraged.

2. But some opinions are better than others.

Explain our values

2. Some opinions are better than others.

Opinions are to be preferred that are

based on sound empirical claims

and justifiable moral principles.

Our values

Justifiable moral principles are universalizable principles.

Whatever is right (or wrong) in one situation is right (or wrong) in any relevantly similar situation.

Our values

Universalizability: a basic logical feature of all moral discourse.

In making a moral judgment, we commit ourselves to its universalizability.

If in making a judgment we refuse to recognize its universalizability, then we are not making a moral judgment.

Our valuesIt is wrong to steal data in this case.

---------------------------------------------------

“It’s wrong for me to steal data in this case because the odds of my getting caught are high. But it might be okay for someone else if they wanted to take the chance.”

A prudential judgment

Our values

It is wrong to steal data in this case.-------------------------------------------------------------

“It’s wrong for me to steal data in this case because I want to keep a good working relationship with my colleague.”

An instrumental, or means-end, judgment

“It’s always wrong for anyone to steal data under circumstances such as this.”

A moral judgment

Some opinions are better than others.

“Stealing data is wrong” is not a mere opinion of our community enforced by those in power on the weak.

It is a universalizable moral judgment that applies equally and impartially to everyone.

Government agency requires ethics

“Ethics training” must be provided to all personnel on NIH training grants (Dec. 2000)

Explain rules. How ?

Orientation sessions

Ethics across the curriculum

Online modular courses

Instructional Modules in Research Ethics

Introduction to the ModulesResearch Ethics: an IntroductionResponsible Authorship and Peer ReviewThe Mentoring of Graduate StudentsAnimal Subjects in ResearchProfessional Responsibility and Codes ofConduct

Human Participants in ResearchRightdoing and Misconduct in ResearchIntellectual Property - CopyrightEthical Issues in the Use of StatisticsScience and the Media: Ethical Issues

1. Explain rules

2. Tell stories

Discourage misbehavior by

narrating consequences

Encourage exemplary behavior by

narrating lives of heros, heroines

Faculty Appointments, 1998

Zhenhai Yao, Assistant Professor,Anesthesia & Critical Care

Ph.D., University of HawaiiResidency in anesthesiology

Massachusetts General, Boston

Zhenhai Yao, M.D., Ph.D.

Associate Professor, 2000 -

University of North Carolina

2002 Faculty Council, Elected Alternate

o

Federal Register: September 9, 2002SUMMARY: Notice is hereby given that Zhenhai SUMMARY: Notice is hereby given that Zhenhai

Yao entered into a Voluntary Exclusion Yao entered into a Voluntary Exclusion Agreement . . . Agreement . . .

PHS found that Dr. Yao engaged in scientific misconduct in research funded by NIH . . . Specifically:

(1)Falsified two flourescent micrographs . . .

Dr. Yao has entered into a Voluntary Exclusion Agreement in which he has voluntarily agreed:

(1) To exclude himself from any contracting or subcontracting with any agency of the United States Government . . .

Discourage bad behavior

2. Tell stories2. Tell stories

Encourage good behavior

by narrating exemplary lives

2. Tell stories2. Tell stories

Wes Jackson

Wes Jackson

Native of Kansas

Ph.D., Genetics, 1967

Professor, Cal State U., Sacramento

Founder, The Land Institute, 1976

Wes JacksonChallenge

Modern agriculture

Prairie soil: 6 feet in 1850

3 feet in 2000

Water exploitation

Ogallala aquifer

losing water faster than it

can be replaced

Rural communities disappearing

Family farms dying

The land treated as industrial production machine

Wes JacksonVision

"An agriculture in which soil erosion on sloping ground is no longer a major problem. An agriculture with minimal fossil fuel input. An agriculture in which insects, pathogens and weeds are adequately managed by the system. An agriculture in which, finally, the Darwinian evolutionary ecological view is fully embraced by agricultural researchers.“

Wes Jackson

Rooted in the Land: Essays on Community and Place (1996), co-edited with William Vitek

Becoming Native to this Place (1994)

Meeting the Expectations of the Land (1984) edited with Wendell Berry and Bruce Colman

Wes JacksonInfluence

In 1998, Newsweek described the Land Institute as "the spiritual home for a growing group of farmers, scientists and prairie visionaries who are quietly redefining the meaning of agriculture."

"The first domestication of grains paved the way for 10,000 years of civilisation. If Jackson can persuade the world to re-examine the way we farm, he might just buy us another millennium or two."

Wes JacksonInfluence

Pew Conservation Scholar Award

MacArthur Fellowship (1992)

One of 20 most “important Americans of the 20th century”

- Life magazine

Pedro Sanchez"I'm impatient to get hunger over with.

There's no room for complacency when you see kids who are malnourished and, as a result, are more susceptible to diseases."

Pedro Sanchez

Native of Cuba

Ph.D. Agronomy, Cornell, 1968

International Centre for Research in Agroforestry, 1991

Professor, Soil Science, 1968 - 1991

Pedro SanchezThe subsoil acidity of tropical soils combined with the prevalence of drought conditions renders tropical soils in the Cerrado region of Brazil infertile and unarable. It is impossible to grow corn, soybeans, or wheat there.

- Common wisdom in the agronomy

community, circa 1970

Pedro SanchezAchievement

Working with a team of scientists from NC State, Embrapa (Brazilian Ag Research Corp.), and Cornell U., Sanchez discovered techniques that ameliorate subsoil acidity.

Result: drought-resistant and fertile soil. Today, corn, rice, soybeans and wheat are grown in the Cerrado.

Pedro SanchezInfluence

"It was a paradigm shift in how people viewed tropical soils," said David Zilberman, UC Berkeley. . .

"A region that had previously been dismissed as farmable land has since become a new breadbasket for Brazil."

Dr. Pedro Sanchez named

October 24, 2002

Tom ReganTom Regan

Tom Regan

Ph.D., University of Virginia, Philosophy, 1966

Professor, Professor,

Philosophy, 1967 - 2002Philosophy, 1967 - 2002

Author, The Case for Animal Rights, 1983

www.umich.edu/~envsem/events/jackson.html

Tom ReganChallenge

"Before any of us quite realized it America was at war with Vietnam. And that fact changed a great deal, including the direction of my own intellectual development. The dilemma I faced at the time was quite simple.”

Tom ReganChallenge

“Every evening on the news I sat and watched people being killed. Americans and Vietnamese. Young men the age of most of my students. Women and children.”

Tom Regan

Challenge

"And here I was, an educated moral philosopher, worrying about the meaning of the word "right" and whether there is such a thing as the naturalistic fallacy. I could see myself fiddling with my profession while Vietnam burned. . . .

Tom Regan

Challenge

“As strange as it may sound, the immediate ancestor of my views about animal rights was my first crude attempt to come to terms morally with the war in Vietnam."

Tom ReganInfluence

The Case for Animal Rights, 1983

"The most powerful and

plausible consideration of

the issues and defense of animal

rights yet produced (or likely to be).”

- Richard Wasserstrom, University of California, Santa Cruz

Tom ReganChallenge

People who believe in animal rights “must be shown to be not only anti-science but also (a) responsible for violent and illegal acts that endanger life and property, and (b) a threat to the public’s freedom of choice.”

From: “Use of Animals in Biomedical Research,” 1989

The American Medical Association

Tom ReganChallenge

Tom Regan akin to Hermann Goring the Jim Jones of the animal rights movement akin to monomaniacal mental patients

who think they are Jesus Christ advocates violence, spreads lies is anti-rationality ‘point man’ for laboratory break-ins

Tom ReganInfluence

"Alumni often talk of how Tom Regan’s classes and their study of philosophy provided a major turning point in their lives.

“In Regan’s classes, many young people started to examine their own lives and think about the most basic human truths.”

Tom Regan

Achievement

NC State Academy of Outstanding Teachers, 1969

Alumni Distinguished Professor 1977 – 1981

Tom ReganInfluence

The Gandhi Award, 1986

Holladay Medal, highest honor bestowed by trustees of NC State University, 2000

2. Tell stories

Inspire good behavior

• models to emulate• ideals to pursue

Ethics education

1. Explain rules

2. Tell stories

3. Conduct research

3. Conduct research

Involve students in

Identifying strengths of

competing ethical theories Advancing frontiers of moral

knowledge

The central question ofThe central question ofethics research

What are the foundations of modern ethics? Do they hold?

Three fundamental projects

1. Can we justify moral rights?

2. Will genetic revolution pass basic moral tests (e.g., distribute risks, benefits, and opportunities justly)?

3. Can morality be naturalized (e.g., reduced to empirical, evolutionary, explanations)?

Top three questions

1. Can we justify moral rights?

2. Can genetic revolution pass basic moral tests (just distribution of risks, benefits, and equal opportunity)?

3. Can morality be naturalized (e.g., reduced to empirical, evolutionary explanations)?

Deontology: Moral rights?Deontology: Moral rights?

• Aren’t claims about moral rights “nonsense on stilts?”

• Isn’t it true that in some cases, consequences to society of policy x are so beneficial that we are justified in overriding an individual’s “right” to prevent policy x ?

Moral rights?Moral rights?

• Moral rights are valid claims, grounded in interests.

• To have a moral right is to have a

valid claim to respectful treatment on the grounds that one has inherent value.

- Tom Regan

Moral rights?Moral rights?

To have a moral right to x is to have

a valid claim that others are not permitted to deny you of x’ing on utilitarian grounds.

- Tom Regan

Top three questions

1. Can foundations of moral rights be secured?

2. Will the genetic revolution pass basic moral tests (e.g., distribute risks, benefits, and opportunities justly)?

3. Can morality be naturalized (e.g., reduced to empirical, evolutionary explanations)?

Will risks of genetic revolution be distributed fairly?

Risk / benefit analysis is the method of choice for making decisions in contemporary US policy.

As no other method comes close, it is an extraordinarily powerful tool in contemporary society.

Utilitarianism: cost / benefit analysisPublic decisions for preserving life involve moral principles

not amenable to discovery by simply consulting wants or taking a poll.

Willingness-to-pay statistics measure only given wants and are not adequate measures of the value of life.

- Doug MacLean, Values at Risk

Risk analysis

Risk analysis assumes that markets reveal true and general consumer preferences and consent for assuming risks.

But for this to be true, consumers must consent to risks on the basis of adequate information in a context of sufficient alternatives.

Utilitarianism: risk / benefit analysis

However, consumers rarely choose to assume risks on the basis of adequate information in a context of sufficient alternatives.

So risk analysis using implicit consent is flawed as a basis for public policy.

- Doug MacLean, Values at Risk

Will genetic revolution offer equal opportunity?

In a society in which market forces increasingly shape the direction of technological development, it would be surprising if the use of genetic interventions remained restricted to health care.

In addition to basic care, genetic enhancement will be demanded.

The principle of equal opportunity requires efforts to bring sick people up to a threshold of normal functioning. But will enhancement swamp care?

[Unfortunately, given current institutions of production and exchange, we are likely to see genetic improvements only for those that can afford them, and this will] have a significant impact on equality of opportunity to basic health care.

- Allen Buchanan

Top three questions in ethics research

1. Can we secure the foundations of moral rights?

2. Can genetic revolution pass basic moral tests (just distribution of risks, benefits, and opportunities)?

3. Can morality be naturalized (e.g., reduced to empirical, evolutionary, explanations)?

Non-naturalism in ethics: Moral judgments are true in light of special normative truthmakers.

Naturalism in ethics: Moral judgments are true in light of the history of variation and selection through which they emerged.

Some opinions are better than others.

“Stealing data is wrong”

is not a mere opinion of our community enforced by the powerful on the weak.

Some opinions are better than others.

“Stealing data is wrong”

is not a mere opinion of our community enforced by the powerful on the weak.

It is a universalizable moral judgment binding everyone equally.

By virtue of what?

By virtue of a nonnatural, independent, objective foundation of ethics?

“A universalizable moral judgment binding everyone equally.”

Or:

by virtue of the fact that the trait of not cheating confers a distinct competitive advantage on the individual that expresses it?

It is a universalizable moral judgment that applies to everyone.

Can morality be naturalized?

Nonnatural foundations of morality

• God’s will• Moral facts (e.g., the intrinsic

wrongness of cheating)Naturalized explanations of morality

We believe we should not cheat because noncheaters, appearing as a result of random genetic mutation, were adaptively fit, cooperated, and outcompeted cheaters.

The central problem for evolutionary explanations of morality

Darwinism: The diversity and adaptatedness which organic phenomena manifest is solely the result of successive rounds of random variation and natural selection.Natural selection relentlessly shapes organisms for individual fitness maximization.

Altruism: An other-regarding act that results in a decrease in the fitness of the organism so acting.

Darwinian explanations of morality seem unable to account for the appearance of altruism.

Nonnaturalists interpret this problem as providing support for their view. The reality of altruistic behavior provides indirect evidence of an independent objective foundation of morality.

Altruism exists because we recognize moral facts (or intrinsic values, or God’s will) commanding us to care for others.

Can morality be naturalized?

Not so fast. Economic theory suggests a plausible Darwinian answer to the puzzle.

Tit-for-tat strategy in prisoners dilemmas is the most successful strategy in conditions of iterative bargaining.

The most rational evolutionary strategy (tit-for-tat) gives rise to cooperative behavior, and may solve the puzzle of altruism.

Naturalizing morality

Evolutionary biology, game theory and political philosophy may provide the sort of detail necessary to substantiate a naturalistic explanation of morality.

- Alex Rosenberg, “Darwinism in Contemporary Moral Philosophy…”

The dark cloud of a naturalized morality

If morality can be naturalized—if moral judgments can be explained by evolutionary biology and game theoretic accounts—then isn’t the status quo inevitable?

And if so, then isn’t racism and sexism (the status quo) justifiable on moral grounds?

Lessons of a naturalized morality

And if so, aren’t claims about moral rights, inherent value, and Platonic independent standards of good and evil simply mistaken?

And if so, isn’t some version of utilitarianism the only remaining viable candidate for a normative theory?

Critical questions remain to be solved in the three key areas of ethics research.

And the right answers in one area bear heavily on the right answers in the others.

Top 3 priorities in ethics research

1. Rights-based theories

2. Utilitarian theories

3. Metaethical problems

Where are the top ethics researchers?

Moral rights?Moral rights?

• Moral rights are valid claims, grounded in interests.

• To have a right to x is to have a

valid claim that others should not be able to deny you of x’ing on utilitarian grounds.

- Tom Regan

Where’s Tom? Ph.D., University of Virginia, Philosophy, 1966

Professor Professor

Emeritus, 2002Emeritus, 2002

Author, The Case for

Animal Rights, 1983

www.umich.edu/~envsem/events/jackson.html

Utilitarianism: risk / benefit analysis

But consumers, especially in the labor market, rarely choose to assume risks on the basis of adequate information in a context of sufficient alternatives.

So risk analysis using implicit consent is flawed as a basis for public policy.

- Douglas MacLean, ed. Values at Risk

Doug MacLeanValues at Risk, ed.,

Rowman, 1986

"Environmental Values and Economic Tradeoffs"

"Environmental Ethics and Human Values"

“The Ethics of Cost-Benefit Analysis”

Professor of PhilosophyProfessor of Philosophy

Genetic revolution

[Unfortunately, given current institutions of production and exchange, we are likely to see genetic improvements only for those that can afford them, and this will] have a significant impact on equality of opportunity to basic health care.

- Allen Buchanan

Allen Buchanan National Human Genome

Research Institute, Advisory Council, 1996 – 00

From Chance to Choice, with Dan W. Brock, Norman Daniels, and Daniel Wikler, Cambridge UP, 1999

Justice, Legitimacy, and Self-Determination: Moral Foundations for International Law, forthcoming.

Professor of philosophyand public policy

Metaethics

Evolutionary biology, game theory and political philosophy may provide the sort of detail necessary to substantiate a naturalistic explanation of morality.

- Alex Rosenberg, Darwinism in Philosophy, Social Science and Policy

Alex RosenbergThe Structure of Biological Science Cambridge UP, 1985

Philosophy of Social Science

Oxford UP, 1988

Instrumental Biology or the Disunity of Science, University of Chicago Press, 1994

Darwinism in Philosophy, Social Science and Policy

Cambridge UP, 2000

Center for Philosophy of Biology, Co-director

Professor of Philosophy

Top 3 priorities in ethics research

1. Moral rights

Tom Regan, NC State

2. Ethics, genetics, and public policy

Doug MacLean, North Carolina

Allen Buchanan, Duke U.

3. Naturalizing morality

Alex Rosenberg, Duke U.

Regan, NC StateRegan, NC State

Rosenberg & Buchanan, DukeRosenberg & Buchanan, Duke

MacLean, North CarolinaMacLean, North Carolina

Ethics in Ethics in the the Research Research TriangleTriangle

Ethics in the Ethics in the Research Research TriangleTriangle

Ethics ProgramEthics ProgramGary Comstock, DirectorGary Comstock, Director

Institute for Emerging IssuesInstitute for Emerging IssuesNoah Pickus, DirectorNoah Pickus, Director

Philosophy dept:Philosophy dept:

Tom ReganTom ReganGary ComstockGary ComstockKatie McShaneKatie McShaneChristine PierceChristine Pierce

Keck Center for Behavioral BiologyKeck Center for Behavioral BiologyRobert Anholt, DirectorRobert Anholt, Director

Ethics in the Ethics in the Research Research TriangleTriangle

Philosophy Dept:

Doug MacLeanBernard Boxill, Jeanette Boxill, Michael Corrado, Tracy Edwards, Thomas E. Hill, Jr., Douglas Long, Gerald Postema, Geoffrey Sayre-McCord, Keith Simmons, Susan Wolf

Doug Crawford-BrownDoug Crawford-BrownDirectorDirector

Robert Cook-Degan, Director

Elizabeth Kiss, DirectorElizabeth Kiss, Director

Jeremy Sugarman, DirectorJeremy Sugarman, Director

Philosophy dept:Philosophy dept:

Allen BuchananAllen BuchananOwen Flanagan Owen Flanagan Elizabeth KissElizabeth KissDavid WongDavid Wong

Alex Rosenberg &Alex Rosenberg &Robert BrandonRobert Brandon Co-directors, Center for Philosophy of BiologyCo-directors, Center for Philosophy of Biology

Duke to Develop Ethics Training Program for Duke to Develop Ethics Training Program for Genetics ResearchersGenetics Researchers

Sun Sep 4 2002 Sun Sep 4 2002

DURHAM, N.C. -- Duke University Medical Center has DURHAM, N.C. -- Duke University Medical Center has received a $597,000 grant to develop a web-based ethics received a $597,000 grant to develop a web-based ethics training program for scientists. training program for scientists.

““It is clear that genetics research raises critical ethical, legal It is clear that genetics research raises critical ethical, legal and social issues,” said Jeremy Sugarman.and social issues,” said Jeremy Sugarman.

Life Science Ethics Triangle Research project (LETTR)

An idea for collaborative ethics research in the Triangle

An interdisciplinary graduate training project preparing a new generation of ethicists in

Ethical theory

Life sciences

Public policy

Commication

Exploratory committee:

Doug MacLean UNCAlex Rosenberg DukeAllen Buchanan DukeGary Comstock NC State

LETTR

Please join us!Please join us!

Research Ethics Initiative, II

An invitation to grad ethics education at

A project to engage a wider audience in the online modules produced in the first NC State Research Ethics Initiative.

Exploratory committee:

Rebeca C. RuftyJim WilsonGary Comstock

Please join us!

Ethics education: Three strategies

1. Explain rules1. Explain rules

2. Tell stories2. Tell stories

3. Conduct research3. Conduct research

  Today, no one lacks adequate nutritious food, fertile soil, or clean water.

Goals for all of us

Global warming ended.

In 2002, the gap between rich and poor was 60:1. Today, economists declared the gap eliminated.

SourcesSources

www.usatoday.com/news/health/2002-10-29-failure-usat_x.htm

Variants of Golden Rule collected by C. Harris, M. Pritchard, and M. Rabins, in Engineering Ethics: Concepts and Cases, second edition (Wadsworth, 2000), p. 86. As posted on Gary Varner’s web page.

Formulation of universalibility from: Harris et al., p. 37, as posted on Varner’s web page.

www.unc.edu/faculty/faccoun/reports/R02Election.htm

www.aims.unc.edu/Biographies/yao.htm

www.berkeley.edu/news/media/releases/2002/08/12_food.html

The Gospel According to Wes Jackson: www.hcn.org/servlets/hcn.URLRemapper/1995/may01/dir/Feature_The_gospel.html

http://library.thinkquest.org/26026/People/wes_jackson.html

More informationMore information

www4.ncsu.edu/unity/users/g/glcomsto/www/homepage.html

SourcesSourceswww.rightlivelihood.se/2000/press1_4.html

http://www.saljournal.com/stories/110400/new_landInst.html

www.umich.edu/~envsem/events/jackson.html

www.lib.ncsu.edu/archives/exhibits/regan/writingandresearch.htm

www.unc.edu/faculty/faccoun/reports/R02Election.htm

http://www.lib.ncsu.edu/archives/exhibits/regan/animalrights.htm

http://www.lib.ncsu.edu/archives/exhibits/regan/teaching.htm

www.unc.edu/depts/phildept/maclean.html

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Cartoon creditCartoon credit

““How would you feel?” ©The New Yorker How would you feel?” ©The New Yorker Collection 1988 Joseph Mirachi from Collection 1988 Joseph Mirachi from cartonbank.com. All Rights Reserved.cartonbank.com. All Rights Reserved.

Photo creditChildren subjected to medical experiments in Auschwitz

http://poynter.indiana.edu/sas/lb/facts.html#Ep3