This document discusses the moral responsibility of scientists for dangerous research and development. It argues that as technology progresses more rapidly, it is important to consider how to ensure public safety. While scientists have traditionally viewed their role as unrestricted exploration, the document contends they may have a positive duty to refrain from research that could enable catastrophic outcomes. It proposes that scientists consider broader ethical principles of beneficence and justice toward humanity when evaluating new areas of inquiry. Government and institutions also have a role in educating scientists about their social responsibilities.
On Genies and Bottles: Scientists’ Moral Responsibility and Dangerous Technol...inkwina
On Genies and Bottles: Scientists’ Moral Responsibility
and Dangerous Technology R&D
David Koepsell
The age-old maxim of scientists whose work has resulted in deadly or
dangerous technologies is: scientists are not to blame, but rather technologists and
politicians must be morally culpable for the uses of science. As new technologies
threaten not just populations but species and biospheres, scientists should reassess
their moral culpability when researching fields whose impact may be catastrophic.
Looking at real-world examples such as smallpox research and the Australian
‘‘mousepox trick’’, and considering fictional or future technologies like Kurt Vonnegut’s
‘‘ice-nine’’ from Cat’s Cradle, and the ‘‘grey goo’’ scenario in nanotechnology,
this paper suggests how ethical principles developed in biomedicine can be
adjusted for science in general. An ‘‘extended moral horizon’’ may require looking
not just to the effects of research on individual human subjects, but also to effects on
humanity as a whole. Moreover, a crude utilitarian calculus can help scientists make
moral decisions about which technologies to pursue and disseminate when catastrophes
may result. Finally, institutions should be devised to teach these moral
principles to scientists, and require moral education for future funding.
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On Genies and Bottles: Scientists’ Moral Responsibility and Dangerous Technol...inkwina
On Genies and Bottles: Scientists’ Moral Responsibility
and Dangerous Technology R&D
David Koepsell
The age-old maxim of scientists whose work has resulted in deadly or
dangerous technologies is: scientists are not to blame, but rather technologists and
politicians must be morally culpable for the uses of science. As new technologies
threaten not just populations but species and biospheres, scientists should reassess
their moral culpability when researching fields whose impact may be catastrophic.
Looking at real-world examples such as smallpox research and the Australian
‘‘mousepox trick’’, and considering fictional or future technologies like Kurt Vonnegut’s
‘‘ice-nine’’ from Cat’s Cradle, and the ‘‘grey goo’’ scenario in nanotechnology,
this paper suggests how ethical principles developed in biomedicine can be
adjusted for science in general. An ‘‘extended moral horizon’’ may require looking
not just to the effects of research on individual human subjects, but also to effects on
humanity as a whole. Moreover, a crude utilitarian calculus can help scientists make
moral decisions about which technologies to pursue and disseminate when catastrophes
may result. Finally, institutions should be devised to teach these moral
principles to scientists, and require moral education for future funding.
Value of Science Essay
The Scientific Method Essay
scientific literacy Essay
Essay on Forensic Science
Computer Science Essay
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Scientific Theory Essay
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My Passion For Science
Essay about Life Science
Jason KnottBritain on ViewPhotolibrarychapter 1Psych.docxchristiandean12115
Jason Knott/Britain on View/Photolibrary
chapter 1
Psychology as a Science
Chapter Contents
• Research Areas in Psychology
• Scientific Thinking and Paths to Knowledge
• Hypotheses and Theories
• Searching the Literature
• Ethics in Research
CO_
CO_
new66480_01_c01_p001-046.indd 1 10/31/11 9:11 AM
CHAPTER 1Introduction
In an article in Wired magazine, journalist Amy Wallace described her visit to the annual conference sponsored by Autism One, a nonprofit group organized around the belief that autism is caused by mandatory childhood vaccines:
I flashed more than once on Carl Sagan’s idea of the power of an “unsatisfied
medical need.” Because a massive research effort has yet to reveal the precise
causes of autism, pseudoscience has stepped in to the void. In the hallways
of the Westin O’Hare hotel, helpful salespeople strove to catch my eye . . .
pitching everything from vitamins and supplements to gluten-free cookies . . .
hyperbaric chambers, and neuro-feedback machines.
(Wallace, 2009, p. 134)
The “pseudoscience” to which Wallace refers is the claim that vaccines generally do more
harm than good and specifically cause children to develop autism. In fact, an extensive statis-
tical review of epidemiological studies, including tens of thousands of vaccinated children,
found no evidence of a link between vaccines and autism. But something about this phrasing
doesn’t sit right with many people; “no evidence” rings of scientific mumbo jumbo, and a
“statistical review” pales in comparison to tearful testimonials from parents that their child
developed autistic symptoms shortly after being vaccinated. The reality is this: Research
tells us that vaccines bear no relation to autism, but people still believe that they do. Because
of these beliefs, increasing numbers of parents are foregoing vaccinations, and many com-
munities are seeing a resurgence of rare diseases including measles and mumps.
So what does it mean to say that “research” has reached a conclusion? Why should we
trust this conclusion over a parent’s personal experience? One of the biggest challenges
in starting a course on research methods is learn-
ing how to think like a scientist—that is, to frame
questions in testable ways and to make decisions
by weighing the evidence. The more personal
these questions become, and the bigger their con-
sequences, the harder it is to put feelings aside.
But, as we will see throughout this course, it is
precisely in these cases that listening to the evi-
dence becomes most important.
There are several reasons to understand the impor-
tance of scientific thinking, even if you never take
another psychology course. First, at a practical
level, critical thinking is an invaluable skill to
have in a wide variety of careers. Employers of all
types appreciate the ability to reason through the
decision-making process. Second, understanding
the scientific approach tends to make you a more
skeptical consumer of.
THE IMPORTANCE OF SCIENCE AND THE ROLE OF GOVERNMENTS IN THE FIGHT AGAINST TH...Fernando Alcoforado
This article aims to emphasize the importance of using the scientific method in the search for a drug for the cure of people infected with the new Coronavirus and a vaccine to immunize the population, as well as coordinating action by governments to prevent the spread of viruses in order to safeguard the population's health and avoid its harmful effects on the economy.
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Ethics in Science Essay
What do you think of when you hear or see the word science ; test tubes, Einstein, Space? Science is generally taken as meaning either (a) the exact sciences, such as chemistry, physics, etc., or (b) a method of thought which obtains verifiable results by reasoning logically from observed fact (Orwell). Scientists are those who study science by scientific method. These men of science , which Orwell describes as a biologist, and astronomer, perhaps a psychologist or a mathematician , work by means of induction and deduction, and that by the help of these operations, they, in a sort of sense, wring from Nature certain other things, which are called natural laws, and causes, and that out of these, by some cunning skill of their own,...show more content...This undoubtedly demonstrations the pros and cons of inventions made through science.
There are people who abuse medicine, and other creations from science, for numerous different reasons. Things like guns and nuclear weapons were formed to protect, but with the downside of killing others. With all of this this being said, should there be a limit to things we make? More importantly, does science have an ethical responsibility to humanity? I think to answer that question, we need to start with deciding if scientists have an ethical responsibility to humanity.
As the saying goes, with knowledge comes power and with power comes responsibility. However, there can be no limitation on the knowledge obtained from science. Instead, we must limit what arises from knowledge and power. What are some responsibilities of scientists and the rest of the population? Well, to start on the broadest sense, science should on
Jason KnottBritain on ViewPhotolibrarychapter 1Psych.docxchristiandean12115
Jason Knott/Britain on View/Photolibrary
chapter 1
Psychology as a Science
Chapter Contents
• Research Areas in Psychology
• Scientific Thinking and Paths to Knowledge
• Hypotheses and Theories
• Searching the Literature
• Ethics in Research
CO_
CO_
new66480_01_c01_p001-046.indd 1 10/31/11 9:11 AM
CHAPTER 1Introduction
In an article in Wired magazine, journalist Amy Wallace described her visit to the annual conference sponsored by Autism One, a nonprofit group organized around the belief that autism is caused by mandatory childhood vaccines:
I flashed more than once on Carl Sagan’s idea of the power of an “unsatisfied
medical need.” Because a massive research effort has yet to reveal the precise
causes of autism, pseudoscience has stepped in to the void. In the hallways
of the Westin O’Hare hotel, helpful salespeople strove to catch my eye . . .
pitching everything from vitamins and supplements to gluten-free cookies . . .
hyperbaric chambers, and neuro-feedback machines.
(Wallace, 2009, p. 134)
The “pseudoscience” to which Wallace refers is the claim that vaccines generally do more
harm than good and specifically cause children to develop autism. In fact, an extensive statis-
tical review of epidemiological studies, including tens of thousands of vaccinated children,
found no evidence of a link between vaccines and autism. But something about this phrasing
doesn’t sit right with many people; “no evidence” rings of scientific mumbo jumbo, and a
“statistical review” pales in comparison to tearful testimonials from parents that their child
developed autistic symptoms shortly after being vaccinated. The reality is this: Research
tells us that vaccines bear no relation to autism, but people still believe that they do. Because
of these beliefs, increasing numbers of parents are foregoing vaccinations, and many com-
munities are seeing a resurgence of rare diseases including measles and mumps.
So what does it mean to say that “research” has reached a conclusion? Why should we
trust this conclusion over a parent’s personal experience? One of the biggest challenges
in starting a course on research methods is learn-
ing how to think like a scientist—that is, to frame
questions in testable ways and to make decisions
by weighing the evidence. The more personal
these questions become, and the bigger their con-
sequences, the harder it is to put feelings aside.
But, as we will see throughout this course, it is
precisely in these cases that listening to the evi-
dence becomes most important.
There are several reasons to understand the impor-
tance of scientific thinking, even if you never take
another psychology course. First, at a practical
level, critical thinking is an invaluable skill to
have in a wide variety of careers. Employers of all
types appreciate the ability to reason through the
decision-making process. Second, understanding
the scientific approach tends to make you a more
skeptical consumer of.
THE IMPORTANCE OF SCIENCE AND THE ROLE OF GOVERNMENTS IN THE FIGHT AGAINST TH...Fernando Alcoforado
This article aims to emphasize the importance of using the scientific method in the search for a drug for the cure of people infected with the new Coronavirus and a vaccine to immunize the population, as well as coordinating action by governments to prevent the spread of viruses in order to safeguard the population's health and avoid its harmful effects on the economy.
Environmental Science Essay
Scientific Method Step Essay
Science Essay
Scientific Theory Essay
Essay on Forensic Science
Forensic Science Essay example
scientific literacy Essay
Scientific Method
Is Psychology a Science? Essay
The Scientific Method Essay
My Passion For Science
Paper Writing Service - HelpWriting.net 👈
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You get an original and high-quality paper based on extensive research. The completed work will be correctly formatted, referenced and tailored to your level of study.
✅ Confidentiality
We value your privacy. We do not disclose your personal information to any third party without your consent. Your payment data is also safely handled as you process the payment through a secured and verified payment processor.
✅ Originality
Every single order we deliver is written from scratch according to your instructions. We have zero tolerance for plagiarism, so all completed papers are unique and checked for plagiarism using a leading plagiarism detector.
✅ On-time delivery
We strive to deliver quality custom written papers before the deadline. That's why you don't have to worry about missing the deadline for submitting your assignment.
✅ Free revisions
You can ask to revise your paper as many times as you need until you're completely satisfied with the result. Provide notes about what needs to be changed, and we'll change it right away.
✅ 24/7 Support
From answering simple questions to solving any possible issues, we're always here to help you in chat and on the phone. We've got you covered at any time, day or night.
Ethics in Science Essay
What do you think of when you hear or see the word science ; test tubes, Einstein, Space? Science is generally taken as meaning either (a) the exact sciences, such as chemistry, physics, etc., or (b) a method of thought which obtains verifiable results by reasoning logically from observed fact (Orwell). Scientists are those who study science by scientific method. These men of science , which Orwell describes as a biologist, and astronomer, perhaps a psychologist or a mathematician , work by means of induction and deduction, and that by the help of these operations, they, in a sort of sense, wring from Nature certain other things, which are called natural laws, and causes, and that out of these, by some cunning skill of their own,...show more content...This undoubtedly demonstrations the pros and cons of inventions made through science.
There are people who abuse medicine, and other creations from science, for numerous different reasons. Things like guns and nuclear weapons were formed to protect, but with the downside of killing others. With all of this this being said, should there be a limit to things we make? More importantly, does science have an ethical responsibility to humanity? I think to answer that question, we need to start with deciding if scientists have an ethical responsibility to humanity.
As the saying goes, with knowledge comes power and with power comes responsibility. However, there can be no limitation on the knowledge obtained from science. Instead, we must limit what arises from knowledge and power. What are some responsibilities of scientists and the rest of the population? Well, to start on the broadest sense, science should on
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Overview on Edible Vaccine: Pros & Cons with Mechanism
Tilting perspectives
1. Dec 10, 2008
Vermelding onderdeel organisatie
1
Tilting Perspective Conference, Tilburg, NL
David Koepsell, TU Delft, TPM Faculty, Philosophy Section
On Genies and Bottles:
Scientists’ Moral Responsibility and
Dangerous R&D
2. April 23, 2014 2
The Ethical Context
Rapid rate of technological progress, and increasing
availability of cheaper tools for scientific and
technological applications, make it harder to ensure
public safety.
It is becoming easier to create catastrophic technologies
without detection.
3. April 23, 2014 3
The Ethical Context
How can we help ensure a safer world? What roles do
governments have, and what roles do scientists and
technologists have?
Who is morally responsible for dangerous research and
development?
4. April 23, 2014 4
Aims
To provide an argument for individual moral
responsibility of scientists
To provide an argument for governmental responsibility
for moral education of scientists
a) component requirements (a basic principle)
b) institutional requirements
5. April 23, 2014 5
Science and Ethics
Traditionally, individual responsibility for deployment of
dangerous technology has divorced scientists from
the consequences.
Precepts: a) science should inquire into everything
b) politicians and maybe engineers are
responsible for deployment
6. April 23, 2014 6
Science and Ethics
These precepts lead to a sort of “scientific firewall”
against moral responsibility. Scientists cannot be
morally responsible because their duty is the
unfettered exploration of everything, regardless of
potential consequences.
7. April 23, 2014 7
Science and Ethics
Q: Do scientists ever have a positive moral duty to
refrain? Let’s consider a graphic example…
8. April 23, 2014 8
Smallpox Science
Smallpox was eliminated from the
environment in 1977. It could have
been eliminated altogether, and all
stores of the virus destroyed. But
as late as 2001, scientists in the
US decided to conduct
experiments to create a monkey-
model of variola infection…
9. April 23, 2014 9
The Australian Mousepox “Trick”
UPI: “CANBERRA, Australia, Jan. 11 (UPI) -- Scientists
working for the Australian government have created a
genetically engineered mousepox virus more deadly to
mice than the original virus. Even when vaccinated
with a normally effective vaccine, half the mice died
after infection with the new virus.
Biological warfare experts are worried that the current
international Biological and Toxin Weapons
Convention, abbreviated BTWC, may not be strong
enough to cope with the misuse of the genetic
engineering techniques. Governments from all over
the world have been meeting in Geneva for six years
to address the BTWC shortcomings, but have failed to
reach final agreement.
Dr. Ian Ramshaw, a viral engineer and the immunologist
on the mousepox experiment, told United Press
International that inserting genetic material has
hazards. His team will publish their research in the
February issue of the Journal of Virology.
"It is a potentially vile weapon," Renshaw said.”
10. April 23, 2014 10
The Australian Mousepox “Trick”
The gene splice involved with the Mousepox Trick may
easily be applied to smallpox, making a nearly
unstoppable weapon.
So why shouldn’t scientists now take the next step and
see if this is true?
11. April 23, 2014 11
Smallpox Ethics
The Dual-Use argument ultimately is unhelpful, even a nuclear
weapon has a dual-use (like Project Orion, above). Dual-use
was used to justify smallpox research (a catch-22 argument).
Are there or should there be moral limits to some research? Is
some research morally prohibited because of its nature?
Is there a model for shaping researchers’ behaviours?
12. April 23, 2014 12
The Bioethics Example
Nazi crimes, Milgram, Tuskeegee, and other historical
ethical lapses led slowly to the development of
modern bioethics.
Belmont Report guides the development of institutions
and education meant to protect future human subjects
studies
13. April 23, 2014 13
The Bioethics Example
The eradication of smallpox itself was based upon
initially unethical research:
“Dr. Jenner decided it was time to test his vaccination, and he tested it
on his gardener's son, an eight-year-old boy named James Phipps. (He
got the term "vacca" from the Latin word for "cow.") The boy did
contract Cowpox, but he recovered from it within a few days. Dr. Jenner
then waited eight weeks for the boy's body to build an immunity. To
complete his experiment, Dr. Jenner exposed James to Smallopx.
Amazingly, the boy did not contract the deadly disease, and the doctor
claimed success.”
14. April 23, 2014 14
The Bioethics Example
Jenner’s work would be unethical under the Nuremburg
Code, which requires animal testing, and the Belmont
Principles, which require informed consent.
Because, even as late as the mid-20th Century,
physicians and researchers still did not always heed
these principles, Ethics Boards and IRBs were
created by law to oversee human subjects research.
15. April 23, 2014 15
Belmont +
Can we re-fashion or re-apply standard bioethics
principles beyond the protection of individual
subjects? When scientific research has either a direct
or potential effect on humanity as a whole, ought we
to apply the principles of dignity, respect,
beneficence, and justice to basic science?
Isn’t there a broader moral horizon at stake?
16. April 23, 2014 16
Examples
Consider the fictional discovery
of ïce-nine”in Cat’s Cradle…
Ice-nine has a dual use (think,
skating in summer), but does
this justify its initial
development given Belmont
Principles?
17. April 23, 2014 17
Examples
Science doesn’t kill
people; people with
technologies kill people
…
18. April 23, 2014 18
Examples
But even the most ardent gun-
rights proponent will not
support free ownership of
tactical nuclear weapons, and
international law prohibits
research and development of
such weapons.
19. April 23, 2014 19
Examples
I contend that when considering the ethics of scientists,
we must not only look at regulations, laws, and codes
used to review or punish their actions, but we should
also consider intentions and motivations with an eye
toward education.
Moral training of scientists, as with other professionals,
presupposes not only that we wish to keep them from
breaking laws or running afoul of professional codes
of conduct, but also that we wish to help develop
moral insight that can guide behaviors.
20. April 23, 2014 20
Morals Matter
So what of ice-nine, smallpox, and other potentially catastrophic
science and technology?
We might argue that beneficence argues in favor of investigating
smallpox because we worry about terrorist uses of it and need to
devise treatments. All of which is recursively self-satisfying,
because we would not have had to worry about this had
scientists done the right thing to begin with, and supported its
ultimate destruction.
In the world of Cat’s Cradle, we could similarly argue in favor of
ethically pursuing ice-nine research only in a post-ice-nine-
apocalypse environment.
21. April 23, 2014 21
Morals Matter
An argument that is often used to justify these sorts of
scientific inquiries is that “someone will devise the
technologies, and employ them harmfully, eventually.
Thus, we should investigate these things first
(because we have good intentions).”
22. April 23, 2014 22
Morals Matter
Of course, this reasoning justifies investigating any and
all science and technologies, no matter how
potentially destructive or threatening to humanity or
the environment.
But it presupposes
a) that the investigators doing the work have good
intentions,
b) that the technology or discovery would eventually
be carried out by others, and
c) that once discovered or applied, it can be contained
23. April 23, 2014 23
Morals Matter
The “eventual” fallacy justifies any investigation, and
scientific inquiry, no matter the potential
consequences. It fails if we broaden the moral
horizon offered by the Belmont principles to include
humanity as a whole ….
Implicit in bioethical principles is some utilitarian calculus
24. April 23, 2014 24
Morals Matter
Science proceeds not in a vacuum, but as a socially
devised institution. It is conducted by
professionals, with funding from mostly public
sources, and with relative freedom under the
auspices of mostly academic environments. As a
largely public institution, and as the beneficiaries of
the public trust and wealth, scientists must consider
the consequences of their inquiries
25. April 23, 2014 25
Morals Matter
The “eventual” argument makes sense when the risks
posed by investigating a deadly thing is outweighed by
the likelihood of that deadly thing’s being discovered
and used by others combined with the potential of a
scientific investigation developing a plausible
protection of the public at large. So, roughly:
R=risk,
L=likelihood of independent discovery and use, and
P=potential benefit from scientific investigation now
26. April 23, 2014 26
Morals Matter
R=risk,
L=likelihood of independent discovery and use, and
P=potential benefit from scientific investigation now
If L+P>R, then a scientist can make a moral case for
pursing an investigation into something posing a large,
general risk. Otherwise, there is simply no moral
justification for further inquiry.
27. April 23, 2014 27
Cultivating Moral Responsibility
Unlike the Belmont Principles, which could be used to
guide the development of regulatory institutions, the
expanded ethical horizon I have argued for above
requires individual responsibility on the part of
scientists. The calculus proposed must be employed
by scientists before they ever get to the point of
disseminating their ideas. It is a personal, moral
responsibility that must be cultivated.
28. April 23, 2014 28
Cultivating Moral Responsibility
Nonetheless, encouraging the development and adoption of these
principles, and adopting the notion of a broad horizon of
scientific responsibility (encompassing not just individual human
subjects, but also responsibility toward humanity in general), can
best be encouraged through new institutions.
Legal and regulatory bodies ought to devise these institutions both
within and among sovereigns. Professional organization as well
ought to embrace and adopt ethical training of their members,
understanding that scientists are citizens of broader groups
whose funding and support they require. Education in principles
not just of scientific integrity, but also social responsibility, ought
to be developed and embraced.
29. April 23, 2014 29
Cultivating Moral Responsibility
Just as governments take it upon themselves to fund
and advance research and development, both out of
scientific curiosity and as a way to grow economically,
so should they adopt the responsibility to educate
scientists to be better citizens.
As taxpayers provide for investigations into nature’s
truths, sometimes with no potential for economic
benefit, they must also be considered as beneficiaries
or targets of the fruits of scientific inquiry…
30. April 23, 2014 30
We are all human subjects of certain inquiries
31. April 23, 2014 31
Thank you
Atlas R. M. and Dando M. (2006). The dual-use dilemma for the life sciences: perspectives, conundrums, and
global solutions, Biosecurity and Bioterrorism: Biodefense Strategy, Practice, and Science, Vol. 4, No. 3,
pp. 276-286.
Childress, J., Meslin, E., & Shapiro, H., Eds. (2005). Belmont revisited: Ethical principles for research with
human subjects. Washington, DC: Georgetown University Press.
Cohen H.W., Gould R.M., Sidel V.W. (2004), The pitfalls of bioterrorism preparedness: the anthrax and smallpox
experiences, American Journal of Public Health, Vol. 94, No. 10, pp. 1667-1671.
Corneliussen F. (2006). Adequate regulation, a stop-gap measure, or part of a package? EMBO Reports, Vol. 7,
pp. s50-s54.
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