Cross‐Species Chimeras: Exploring a Possible Christian Perspective

Various entities that combine material from humans and other animals at either the cellular or subcellular level have attracted growing public interest. I explore the controversy by considering both the scientific rationale behind creating various entities that have prompted the greatest public concern and possible ethical implications. I note a number of potentially relevant biblical passages and reflect on the imago Dei and considerations of telos in order to prompt wider discussion regarding how Christians might respond to such emerging bioethical issues.     

EXPERIENCING AND INTERPRETING NATURE IN SCIENCE AND RELIGION

Abstract. I trace three paths from nature to religious interpretation. The first starts from religious experience in the context of nature; examples are drawn from nature poets, reflective scientists, and exponents of creation spirituality. The second,„Natural Theology”uses scientific findings concerning cosmology or evolution to develop an argument from design–or alternatively to defend evolutionary naturalism. The third,„Theology of Nature”starts from traditional religious beliefs about God and human nature and reformulates them in the light of current science. I point to examples of each of these paths in papers by other participants in this symposium, and suggest that all three paths can contribute to the task of relating science and religion today.     

EVOLUTIONARY THEORY AND CHRISTIAN ETHICS: ARE THEY IN HARMONY?

Abstract. Does modern evolutionary theory (specifically Darwinism) pose a problem for the Christian's thinking about morality? It certainly poses threats for those who would argue that certain practices are wrong because they are “unnatural.” Liberal Christians can probably get around these questions. But at a deeper level, despite superficial similarities between its conclusions and the Love Commandment, Darwinism points to an essential relativism about morality, thereby striking at the very core of all Christian thought on moral behavior. Thus, those who are worried about the clash between science and religion have good reasons for their worries.     

Clinical ethics as medical hermeneutics

There are several branches of ethics. Clinical ethics, the one closest to medical decisionmaking, can be seen as a branch of medicine itself. In this view, clinical ethics is a unitary hermeneutics. Its rule is a guideline for unifying other theories of ethics in conjunction with the clinical context. Put another way, clinical ethics interprets the clinical situation in light of a balance of other values that, while guiding the decisionmaking process, also contributes to the very weighting of those values. The case itself originates ideas, not only about which value ought to predominate in its resolution, but also provides the origin of clinical rules that can be used in other cases. These are interpretive rules. Some examples of these rules are presented as well.     

The Political Psychology of Evil

Fifty-eight subjects were interviewed about their concepts of evil. They include students, retirees, white collar workers, and 18 prison inmates. Many defined evil not as a moral category but as an experience of impending doom. This definition reflects and affects how many subjects experience evil as an ethical problem, leading them to "privatize" evil—experiencing it in terms of their own terror. Many have considerable difficulty connecting this experience with issues of morality and goodness. An education about evil must respectfully confront this private dimension. The same conclusion applies to how we study evil on a larger scale, such as the Holocaust. This is revealed by subjects' responses, some quite troubling, to questions about the Nazis.     

A proposal for a new system of credit allocation in science

This essay discusses some of the problems with current authorship practices and puts forward a proposal for a new system of credit allocation: in published works, scientists should more clearly define the responsibilities and contributions of members of research teams and should distinguish between different roles, such as author, statistican, technician, grant writer, data collector, and so forth. Dr. Resnik is an Associate Professor of Philosophy and Director of the Center for the Advancement of Ethics, University of Wyoming. Information is available on website: http://www.uwyo.edu/bu/acct/cae.htm     

Responsible engineering: Gilbane Gold revisited

This paper addresses several concerns in teaching engineering ethics. First, there is the problem of finding space within already crowded engineering curricula for meaningful discussions of ethical dimensions in engineering. Some engineering programs may offer entire courses on engineering ethics; however, most do not at present and may not in the foreseeable future. A promising possibility is to weave ethics into already existing courses using case studies, but most current case studies are not well integrated with engineering technical analysis. There is a danger that case studies will be viewed by both instructors and students as departures from “business as usual”—interesting perhaps, but not essentially connected with “real” engineering. We offer a case study, inspired by the National Society of Professional Engineer’s popular video Gilbane Gold, that can be used to make the connection. It requires students to engage in technical analysis, but in a context that makes apparent the ethical responsibility of engineers. Further, the case we present marks a significant departure from more typical cases that primarily focus on wrongdoing and its prevention. We concentrate more positively on what responsible engineering requires. There is a need for more such cases, regardless of whether they are to be used in standard engineering courses or in separate courses in engineering ethics. This article is the product of the NSF/Bovay Endowment “Workshop to Develop Numerical Problems Associated With Ethics Cases for use in Required Undergraduate Engineering Courses” (NSF Grant DUE-9455141) held at Texas A&M University in August 1995. For further information about this project, contact Michael J. Rabins, Director of the Ethics and Professionalism Program in the Look College of Engineering at Texas A&M University. Additional case studies from this workshop are available on the Internet site http://ethics.tamu.edu. The writing of this article was supported in part by “Engineering Ethics: Good Works” (NSF/EVS Grant SBR-930257). Michael Pritchard teaches ethics and is co-author of Engineering Ethics: Concepts and Cases (1995) with C.E. Harris and Michael Rabins (Wadsworth, Belmont CA). Mark Holtzapple teaches chemical engineering and is author of Foundations of Engineering (McGraw-Hill) which includes an ethics chapter suitable for freshman engineering students.     

The social responsibilities of biological scientists

Biological scientists, like scientists in other disciplines, are uncertain about whether or how to use their knowledge and time to provide society with insight and guidance in handling the effects of inventions and discoveries. This article addresses this issue. It presents a typography of structures in which scientists may contribute to social understanding and decisions. It describes the different ways in which these contributions can be made. Finally it develops the ethical arguments that justify the view that biological scientists have social responsibilities. The opinions expressed here are those of the authors and do not necessarily represent those of the Department of Defense.     

Virtue as the basis of engineering ethics

This paper explores the nature of virtue theory as applied to engineering practice. It links virtue to specific areas of practice such as the selection of ends, devotion to service, the formation of justified belief, the conduct of dialogue, the taking of actions, and exercises of the will. These areas are related to a culture of virtue in which an engineering society creates the conditions enabling acts of virtue and celebrates individuals and their acts which exemplify identified virtues. The result is a basis for engineering ethics which draws attention to the impetus for an ethically sound life. An earlier version of this paper was presented by the author at a mini-conference, Practicing and Teaching Ethics in Engineering and Computing, held during the Sixth Annual Meeting of the Association for Practical and Professional Ethics, Washington, D.C., March 8–9, 1997.     

Some Varieties of Particularism

Analytic particularism claims that judgments of moral wrongness are about particular acts rather than general principles. Metaphysical particularism claims that what makes true moral judgments true is not general principles but nonmoral properties of particular acts. Epistemological particularism claims that studying particular acts apart from general principles can justify beliefs in moral judgments. Methodological particularism claims that we will do better morally in everyday life if we look carefully at each particular decision as it arises and give up the search for a complete moral theory. This paper raises problems for each of these versions of particularism.