This book critically analyses experiences with bioethics education in various countries across the world and identifies common challenges and interests. It presents ethics teaching experiences in nine different countries and the basic question of the goals of bioethics education. It addresses bioethics education in resource-poor countries, as the conditions and facilities are widely different and set limits and provide challenges to bioethics educators. Further, the question of how bioethics education can be improved is explored by the contributors. Despite the volume of journal publications agreement on bioethics education is rather limited. There are only few examples of core curricula, demonstrating consensus on the contents, goals, methods and assessment of teaching programs. We need ask: How can agreement on the best modalities of bioethics education be promoted?.

This book presents and elaborates on how the teaching of global ethics in healthcare contributes to furthering ideals of cosmopolitanism: solidarity, equality, respect for differences and concern with what human beings, and specifically patients have in common, regardless of where they live and who they are. Global problems such as pandemic diseases, disasters, lack of care and medication, homelessness and displacement call for global responses. The new area of global bioethics is providing answers by arguing that ethical discourse should first of all criticize the structures of violence and injustice that underlie many threats to global health. Education of health professionals should articulate that they are ‘citizens of the world’, like their patients. This book first demonstrates that a moral vision of global education is necessary to gain a global dimension. It is argued that a global framework of ethical principles is available; the challenge is to elaborate and specify that framework into specific educational approaches and models. The book subsequently analyzes goals and challenges of global education in biomedicine and healthcare. It is shown how such challenges (e.g. inequities and cultural differences) can be overcome. Finally, the book presents concrete examples (cases, methods, and practices) of global education in bioethics. The unique feature of the book is that it addresses global education challenges specifically in the area of healthcare, medicine, and medical science. It combines two areas of research and experience that are usually not connected: global bioethics and global education. This book is written for all those involved in global ethics teaching in medicine, nursing, ethics, philosophy, law, and theology courses.

This book focuses on the real-world application of the Philosophy for/with Children (P4wC) pedagogy to cultivate reasonableness in individuals through communities of philosophical inquiry. It presents a collection not only of theories but, more importantly, of experiences, discoveries, and innovations on P4wC by scholars, trainers, advocates, and practitioners around the world. Each chapter provides readers with insights and lessons that have resulted from the continuous application, exploration, and enrichment of the concepts, principles, and practices that were developed by Matthew Lipman and Ann Margaret Sharp into what P4wC is today - a dialogic pedagogical approach that may just be what is needed at a time when reasonableness and dialogue are essential to maintaining global stability and progress. In this light, this book also looks into how the P4wC approach can be practiced with adults such as when it is employed in various settings or contexts such as in business consulting, textbook writing, peace education, and extremism prevention, among others. Furthermore, this book also features chapters that discuss how the P4wC pedagogy can be beneficial once integrated into processes such as classroom teaching, teacher education, bioethics, and employee education. This book provides valuable insights about how reasonableness that is cultivated through building communities of philosophical inquiry in education can be a powerful tool for nation-building and social transformation.

This collection of essays addresses an important cross-section of issues in contemporary bioethics. It represents an essential contribution to global bioethics anchored and grounded on a continent most remarkable for its biological, cultural and linguistic diversity. It is a fitting beginning to addressing the observable absence of African voices in the rather lively global discourses of bioethics. The issues treated here include a discussion of the fundamental principles of bioethics; the place of African thought in medical research ethics, traditional medicine, and assisted conception; the moral status of embryonic stem cells; research with vulnerable human beings; and sexual and reproductive health in Africa. It explores a paradigm of how the universal and the particular may be blended, how global bioethics can remain firmly anchored and committed locally, regionally, continentally.

This collection of papers presents case studies and reflections on research bioethics from the standpoint of two Latin American academics involved in the teaching and dissemination of good practices and essential information on bioethics and various related topics. While limited in scope to a few key issues, the text may be read as an inspiration to comparative analyses of research practices involving human subjects and as an example of the reception of fundamental ideas on science and technology adopted in the Latin American region after their development in other areas of the globe.

The Universal Declaration on Bioethics and Human Rights, 2005, marked a significant step towards the recognition of universal standards in the field of science and medicine. This book provides an overview of the ethical and legal developments which have occurred in the field of bioethics and human rights since then. The work critically analyzes the Declaration from an ethical and legal perspective, commenting on its implementation, and discussing the role of non-binding norms in international bioethics. The authors examine whether the Declaration has contributed to the understanding of universal or global bioethics, and to what degree states have implemented the principles in their domestic legislation. The volume explores the currency of the Declaration vis-à-vis the more recent developments in technology and medicine and looks ahead to envisage the major bioethical challenges of the next twenty years. In this context, the book offers a comprehensive ethical and legal study of the Declaration with an in-depth analysis of the meaning of the provisions, in order to clarify the extension of human rights in the field of medicine and the obligations incumbent upon UNESCO member States, with reference to their implementation practice.

This book argues that integrating artistic contributions – with an emphasis on culture and language – can make Science, Technology, Engineering and Mathematics (STEM) subjects more accessible, and therefore promote creativity and innovation in teaching and learning at all levels of education. It provides tools and strategies for managing interdisciplinary learning and teaching based on successful collaborations between researchers, practitioners and artists in the fields of the Arts and STEM subjects. Based on contributions by educators, scientists, scholars, linguists and artists from around the globe, the book highlights how we can demonstrate teamwork and collaboration for innovation and creativity in STEAM subjects in the classroom and beyond. The book reflects the core of human rights education, using local languages and local knowledge through art as a tool for teaching human rights at school, and bringing to light questions on diversity, ecology, climate change, environmental issues, health and the future of human beings, as well as power relations between non-dominant (minorities) and dominant (the majority) groups in society.

The aim of this book is to introduce and discuss bioethics in a three-synergistic way: from the foundations to the current debates in relation to healthcare and social bioethics, and thereafter the possible future challenges. In this sense, the target audience can be from diverse disciplines: life and medical sciences, law, philosophy, psychology, and education. The book will be useful to high school students, in their first contacts with bioethics, college students, teachers and researchers, and the general public interested in these controversial debates of the past, present and future of bioethics.

- Content updated to reflect national registration and standards for practice of the NMBA and NCNZ - 'Stories' throughout – featuring case studies on chapter content - Reflection points throughout the chapters to encourage personal reflection - New chapters, including:- Nursing and social media- Health disparities: the social determinants of health- Mental health promotion- Global health and nursing - Includes eBook with print purchase on evolve

This book focuses on ethical issues faced by a variety of healthcare practitioners across the Anglophone African continent. This important resource contains in-depth discussions of the most salient current ethical issues by experts in various healthcare fields. Each profession is described from both an African and a South African perspective, and thus contributes to dialogue and critical thinking around African ethics and decision-making. In this way the book provides readers with an understanding of the ethical issues at hand in various professions, including the practical implications of the ethical issues and how to address those effectively. This is a beneficial resource for all those involved in the various healthcare professions addressed in this book, including undergraduate students, lecturers, researchers and practitioners across the continent. Simply put, with the dynamic changes and challenges in healthcare across the globe and in Africa, this is an indispensable resource for healthcare practitioners.