IJFAB Blog

Those of you who work professionally in philosophy are already familiar with the Leiter Reports. For anyone else, please find a link here. It contains, in his own words, “News and views about philosophy, the academic profession, academic freedom, intellectual culture…and a bit of poetry.”

You’ll find new content pretty much every day. Check it out. You’ll also find links there to his separate blogs on Nietzsche and the philosophy of law.
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IJFABster Jackie Leach Scully writes the following on the Westminster Faith Debates Blog:

“Faith group members are just as likely as anyone else to suffer from infertility or debilitating genetic conditions, and to seek medical help. For those people whose religious identity is important to them, knowing about the relevant guidance of their own particular faith group will be important. But what happens if they can’t find that information? Or if their own ethical evaluation of what it’s right to do differs from their faith’s official position? The findings from our investigation of these questions may not make very comfortable reading for faith leaders.”
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While not making the national news and generally framed as a largely regional story, reports of Wyoming’s rejection of the new national science standard ought to be on our collective radar as academics and as people who happen to share the globe with the Wyoming legislature.  The reason for this startling decision has to do with the fears among Wyoming’s ruling elite that any educational scheme that addresses the harms of pollution and subsequent human-created climate change would harm the state’s coal and gas industry by not considering  “the cost-benefit analysis” of controlling climate change:

State education board chairman Ron Micheli told the Casper Star-Tribune he does not accept climate change as a fact and that the new standards are “very prejudiced in my opinion against fossil-fuel development.” State Representative Matt Teeters said, “There’s all kind of social implications” in saying global warming is settled science, “that, I don’t think, would be good for Wyoming.” (Jackson, The Boston Globe, May 28, 2014).

That’s right  —  science education has to also be the handmaiden of industry.  And if it fails the pro-industry test, then there are other, more business-friendly things we can teach the children.

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So, what is this polemic doing on an IJFAB blog?  Two things:  First, we who teach and research within bioethics will encounter a number of these science-deprived students in our classrooms.  We most likely already do.  When this happens, we need to recognize the signs, and begin addressing these educational gaps in any way we can (given that most of us are decidedly not scientists ourselves).  Second, we must, one way or another, spark our students’ curiosity about the natural world, even if we limit it to medicine or biomedical research.  We need to offer them —  especially the ones majoring in the humanities, in business, in pre-something, in communications, etc.  —  the chance to discover what they were denied in K-12:  not only that science matters as a tool for engineers, doctors, and so on, but also that scientific knowledge and method are essential elements of intelligent, participatory citizenship, regardless of one’s profession.  That it can be the best protection from the tyranny of corporate nihilism.  That it is a powerful tool for social engagement and for shaping the course of national, and international,  policy.  That it is, in the end, something that can empower our students in ways that they could have not imagined.  And perhaps even that looking through a microscope, or at the stars at night, or even at a chemical reaction, can be nothing short of miraculous.