PHILOSOPHY FOR CHILDREN: PHILOSOPHY FOR CHILDREN:

A MODEL FOR A BIOETHICS A MODEL FOR A BIOETHICS COMMUNITY OF INQUIRYCOMMUNITY OF INQUIRY

Leonardo D. de Castro, Ph.D.Professor of Philosophy, University of the Philippines

Vice Chair, UNESCO International Bioethics CommitteeSecretary, International Association of Bioethics

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Bioethics: Bioethics: a democratic approach to a democratic approach to

education education

Not merely informativeNot merely informative

Forum for community debate Forum for community debate and discussion and discussion

Facilitate a social process of Facilitate a social process of ‘reflective conversation’‘reflective conversation’o By which a community By which a community

discovers and continually discovers and continually evaluates developments in evaluates developments in societysociety

o Checks how developments fit Checks how developments fit with society’s core valueswith society’s core values

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Reflective ConversationReflective Conversation

Why self-discovery Why self-discovery and self-evaluation and self-evaluation are extremely are extremely important:important: Contemporary Contemporary

questions about questions about biotechnology are biotechnology are actually questions actually questions aboutabout

o who we are who we are

o what we want to what we want to make of ourselvesmake of ourselves

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THIS PRESENTATION:THIS PRESENTATION:

““Community of inquiry” Community of inquiry” as a model for bioethics as a model for bioethics learning. learning.

1.1. Central features of Central features of philosophy for childrenphilosophy for children

2.2. A short narrative on A short narrative on XenotransplantationXenotransplantation

3.3. Lessons that bioethics Lessons that bioethics education can learn from education can learn from philosophy for children philosophy for children

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I. Philosophy for ChildrenI. Philosophy for Children

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Challenge:Challenge:

Do these observations apply Do these observations apply to bioethics?to bioethics?

not only for not only for childrenchildren

but also for adults?but also for adults?

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Natural curiosity develops Natural curiosity develops inquiryinquiry

A philosophical community of inquiry A philosophical community of inquiry exploits children’s natural curiosity to exploits children’s natural curiosity to raise questions and issues. raise questions and issues.

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Differences among the participants Differences among the participants enrich the process of learningenrich the process of learning

Learning is different for each individual child. Learning is different for each individual child.

““The ideal philosophical community is one in The ideal philosophical community is one in which . . . differences . . . serve to enrich the which . . . differences . . . serve to enrich the inquiry [rather than to divide the participants].” inquiry [rather than to divide the participants].” (Lone, 2001)(Lone, 2001)

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The teacher does not direct The teacher does not direct studentsstudents

Each child contributes something essential to Each child contributes something essential to the classroom. the classroom.

All children have unique ideas and interests that All children have unique ideas and interests that motivate them to seek answers to their motivate them to seek answers to their questions. questions.

The role of the teacher is The role of the teacher is to guideto guide students in students in this process, this process, not to direct not to direct them. them.

She does not seek to control the conclusion.She does not seek to control the conclusion.

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The capacity to change one's The capacity to change one's mindmind

Criticizing one's own views and changing Criticizing one's own views and changing one's mind is a natural part of the process one's mind is a natural part of the process of philosophical thinking.of philosophical thinking.

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Education enables children to think Education enables children to think for themselvesfor themselves

"Anything that helps us to discover meaning in "Anything that helps us to discover meaning in life is educational, and the schools are life is educational, and the schools are educational only insofar as they do facilitate educational only insofar as they do facilitate such discovery" such discovery" (Lipman, Sharp and Oscanyan,1980) (Lipman, Sharp and Oscanyan,1980)

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Community of InquiryCommunity of Inquiry

Thinking for oneself is a central aim of Thinking for oneself is a central aim of philosophy for children. philosophy for children.

Children should recreate the society in which Children should recreate the society in which they live as they grow up in a critical, careful they live as they grow up in a critical, careful and creative way. and creative way.

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Community of Inquiry -- Community of Inquiry -- Features:Features:

An agenda determined by studentsAn agenda determined by students

Free exchange of ideasFree exchange of ideas

Atmosphere of opennessAtmosphere of openness

Participants’ ownership of discussionParticipants’ ownership of discussion

Relevance to lifeRelevance to life

Question findingQuestion finding

Teacher as participant and learner. Teacher as participant and learner. (G. Smith 1999)(G. Smith 1999)

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A genuine community of inquiry is A genuine community of inquiry is based on:based on:

Mutual respectMutual respect

The members’ volunteer commitment to search The members’ volunteer commitment to search for something in common. for something in common.

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Guiding Principle: Guiding Principle: The process, rather than the The process, rather than the

productproductIn the community of inquiry In the community of inquiry

o emphasis the discussion process emphasis the discussion process

o not a particular conclusion not a particular conclusion

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Learning as Discovery and Learning as Discovery and InventionInvention

To learn something is to learn it again with the To learn something is to learn it again with the same discovery spirit that was experienced same discovery spirit that was experienced when it was discovered, when it was discovered,

or with the same spirit of invention that or with the same spirit of invention that prevailed when it was invented. prevailed when it was invented.

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II. XENOTRANSPLANTATION: II. XENOTRANSPLANTATION: The story of Jerry and BibiThe story of Jerry and Bibi

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A xenotransplantation narrativeA xenotransplantation narrative

Jerry and Bibi were in the waiting room at the Jerry and Bibi were in the waiting room at the clinic of one of the best transplant doctors in the clinic of one of the best transplant doctors in the country. country.

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A xenotransplantation narrativeA xenotransplantation narrative

Jerry was a sickly 12-year-old boy

Bibi was Jerry’s pet pig

Jerry’s kidneys were failing. He Jerry’s kidneys were failing. He needed a transplant.needed a transplant.

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A xenotransplantation narrativeA xenotransplantation narrative

Inside the clinic, Doctor Snow Inside the clinic, Doctor Snow examined Jerry. examined Jerry.

He explained that there was a He explained that there was a long list of people who needed long list of people who needed organs organs

It would take a lot of time It would take a lot of time before Jerry could have a before Jerry could have a transplanted kidney. transplanted kidney.

Dr. Snow with Bibi

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A xenotransplantation narrativeA xenotransplantation narrative

Bibi: “How could that happen? Bibi: “How could that happen?

Are there not enough good people? Are there not enough good people?

Why can’t a person give a kidney to Why can’t a person give a kidney to someone who is dying?” someone who is dying?”

Dr. Snow : “It’s not as simple as that. Dr. Snow : “It’s not as simple as that.

One has to take risks in giving a kidney. One has to take risks in giving a kidney.

One has to go through an operation.”One has to go through an operation.”

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A xenotransplantation narrativeA xenotransplantation narrative

Bibi: “I’m not afraid! I’ll give Jerry one of Bibi: “I’m not afraid! I’ll give Jerry one of my kidneys.”my kidneys.”

Dr. Snow: “Are you kidding?” Dr. Snow: “Are you kidding?”

Bibi: “I’m serious! I’ll do anything for my Bibi: “I’m serious! I’ll do anything for my dear friend.”dear friend.”

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A xenotransplantation narrativeA xenotransplantation narrative

Jerry: “But that’s not fair. Why do animals Jerry: “But that’s not fair. Why do animals always have to suffer for human beings? always have to suffer for human beings? Are you not going to die if you do that?” Are you not going to die if you do that?”

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A xenotransplantation narrativeA xenotransplantation narrative

Bibi: “Isn’t that what Bibi: “Isn’t that what animals are supposed animals are supposed to do? to do?

Isn’t it our Isn’t it our responsibility to responsibility to support the needs of support the needs of human beings?” human beings?”

Jerry: “But you are my Jerry: “But you are my friend! You’re my best friend! You’re my best friend! friend!

We are equally We are equally valuable! valuable!

You should not think of You should not think of yourself merely as a yourself merely as a tool to make me live tool to make me live long or live happily.”long or live happily.”

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A xenotransplantation narrativeA xenotransplantation narrative

Dr. Snow was concerned about other things: Dr. Snow was concerned about other things: “Let’s not decide so quickly. I am not sure that “Let’s not decide so quickly. I am not sure that Jerry can use one of your kidneys, Bibi. People Jerry can use one of your kidneys, Bibi. People and pigs do not necessarily match.” and pigs do not necessarily match.”

Bibi: “What do you mean?” Bibi: “What do you mean?”

Dr. Snow: “Pig kidneys are different from human Dr. Snow: “Pig kidneys are different from human kidneys. Pig kidneys will not work inside human kidneys. Pig kidneys will not work inside human bodies. Pigs and humans are made differently.”bodies. Pigs and humans are made differently.”

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A xenotransplantation narrativeA xenotransplantation narrative

Bibi inquired: “Is it Bibi inquired: “Is it because we have because we have different genes? I different genes? I read somewhere that read somewhere that differences in the differences in the genes inside our genes inside our bodies make pigs bodies make pigs different from other different from other animals.” animals.”

Dr. Snow: “That’s Dr. Snow: “That’s right.”right.”

Bibi was insistent: Bibi was insistent: “Can’t you do “Can’t you do something about my something about my genes in order to genes in order to make my kidney work make my kidney work inside Jerry’s body? inside Jerry’s body?

Dr. Snow: “Well, some Dr. Snow: “Well, some clinics have been clinics have been studying how to do studying how to do that but they have not that but they have not been successful.” been successful.”

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A xenotransplantation narrativeA xenotransplantation narrative

Bibi thought aloud: Bibi thought aloud: “That’s too bad. “That’s too bad. Scientists must work Scientists must work harder.”harder.”

Dr. Snow explained: Dr. Snow explained: “On the other hand, “On the other hand, some people think some people think scientists should not scientists should not move too fast.”move too fast.”

Bibi: “Do they think my Bibi: “Do they think my kidney is the wrong kidney is the wrong one for Jerry? Are they one for Jerry? Are they afraid Jerry is going to afraid Jerry is going to turn into a pig? turn into a pig?

Dr. Snow: “No, but Dr. Snow: “No, but some think we should some think we should not mix our genes not mix our genes because genes are because genes are part of God’s design part of God’s design for His creation. We for His creation. We have to respect what have to respect what God wants.”God wants.”

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A xenotransplantation narrativeA xenotransplantation narrative

Bibi: “I can’t understand that. If we want to Bibi: “I can’t understand that. If we want to avoid people dying of kidney diseases, scientists avoid people dying of kidney diseases, scientists must move even faster. Surely, God wants to must move even faster. Surely, God wants to save lives. Lives are more important than save lives. Lives are more important than genes, are they not? There must be a way to genes, are they not? There must be a way to help my best friend.”help my best friend.”

Dr. Snow: “I can assure you that we are doing Dr. Snow: “I can assure you that we are doing what we can to help Jerry but don’t you agree what we can to help Jerry but don’t you agree that we have to consider also what other people that we have to consider also what other people think?” think?”

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A xenotransplantation narrativeA xenotransplantation narrative

Bibi: “That may be so. But it Bibi: “That may be so. But it just does not seem fair that just does not seem fair that my best friend is dying and I my best friend is dying and I cannot do what I think is right cannot do what I think is right in order to keep him alive. in order to keep him alive. There must be something There must be something wrong when that’s happening. wrong when that’s happening. Don’t you think so?” Don’t you think so?”

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A xenotransplantation narrativeA xenotransplantation narrative

Bibi was full of questions in Bibi was full of questions in his headhis head: “It also does not : “It also does not seem fair that we are the seem fair that we are the best of friends but I cannot best of friends but I cannot give Jerry the only gift that give Jerry the only gift that can save his life. I wonder can save his life. I wonder what other people think. what other people think. What do you think, Dr. What do you think, Dr. Snow?”Snow?”

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A xenotransplantation narrativeA xenotransplantation narrative

What do you What do you think?think?

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III. Bioethics for ChildrenIII. Bioethics for Children

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Curiosity and bioethical inquiryCuriosity and bioethical inquiry

Natural curiosity develops bioethical inquiry. Natural curiosity develops bioethical inquiry.

Education has to explore that natural curiosity in Education has to explore that natural curiosity in order to raise questions and issues that are order to raise questions and issues that are important to the individual and to the whole important to the individual and to the whole community. community.

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Respecting differenceRespecting difference

Bioethics learning is different for each individual. Bioethics learning is different for each individual.

It differs on account of one’s cultural and It differs on account of one’s cultural and religious background, one’s upbringing, and a lot religious background, one’s upbringing, and a lot of other things. of other things.

Difference is not something to be despised. On Difference is not something to be despised. On the contrary, difference enriches the totality of the contrary, difference enriches the totality of our humanity. our humanity.

Difference ought to be encouraged. Difference ought to be encouraged.

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Learning through the lenses of Learning through the lenses of one’s own experiencesone’s own experiences

People – whether children or adults – realize People – whether children or adults – realize what things are important through their own what things are important through their own experiences. experiences.

This is how things come to have meaning for This is how things come to have meaning for them. them.

Lessons must be drawn from each person’s own Lessons must be drawn from each person’s own experiences. experiences.

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Thinking for oneselfThinking for oneself

Thinking for oneself is a central aim of bioethics Thinking for oneself is a central aim of bioethics education. education.

Technology is going to advance even faster than Technology is going to advance even faster than it has done in the last few years. it has done in the last few years.

Similarly the world is going to change faster. Similarly the world is going to change faster.

The best way to get people ready for these The best way to get people ready for these changes is to make sure that they learn to think changes is to make sure that they learn to think for themselves. for themselves.

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