This paper discusses the hazards of regulating controversial biomedical research in light of the emergence of powerful, multi-national biotechnology corporations. Prohibitions on the use of government funds can simply force controversial research into the private sphere, and unilateral or multilateral research bans can simply encourage multi-national companies to conduct research in countries that lack restrictive laws. Thus, a net effect of government regulation is that research migrates from the public to the private sphere. Because private research receives less oversight and (...) external scrutiny than public research, it can threaten the welfare and rights of human subjects, scientific progress and openness, and the quality of the approval process for new biomedical technologies. In order to avoid the harmful effects of government regulation of biotechnology, society should promote meaningful discussion and dialogue among scientists, industry leaders, and the public before resorting to regulatory solutions. Legislative or executive initiatives should be applied with great discretion and care, and should be crafted in such a way that they protect public health and safety, promote scientific progress, and avoid the hazards of privatized research and polarized debates. (shrink)

Explorations of the boundaries between human culture and non-human nature have clear ethical dimensions. Developing both from philosophical arguments about the value of such boundaries and recent empirical work following the traffic across them, we seek to complement these discussions through a consideration of how these boundaries can be enacted by ourselves, as researchers, and the methods we employ. As part of an agenda seeking to reconsider organic agency within geographical narrative, we have been exploring different techniques for documenting the (...) ways in which such agencies are encountered. Specifically, we are interested in plants and the ways in which they might be researched in new ways by human geographers. Based on two particular pieces of research into human-plant dealings, our aim is one of exploring their lively presence as part of a performative environmental ethics enacted, in part, through the very practice of the research encounter. (shrink)

In this paper we examine attempts to reframe the ethics of nature-society relations. We trace a postmodern turn which reflects a distrust of overarching moral codes and narratives and points towards a more nuanced understanding of how personal moral impulses are embedded within, and inter-subjectively constituted by, contextual configurations of self and other. We also trace an ethical turn which reflects a critique of anthropocentrism and points towards moves to non-anthropocentric frames in which the othernesses and ethics of difference are (...) shaped by an acknowledgement that human and non-human agency are relationally bound and assembled in networks and places. These turns suggest the need for a more sensitive 'ethical mindfulness' which is grounded in particular space-time contexts. Throughout the paper we draw on research we have conducted on the interconnections between trees and places, and in particular we describe three specific tree-places - an urban square, an urban cemetery and an orchard - which provide grounded contexts of encounter and potential for ethical mindedness. We conclude that notions of intrinsicality, otherness, enchantment and hybridity are helpful in configuring the search for grounded ethical mindfulness, both for and in nature. (shrink)

Various educational strategies use narrative artworks to pursue ethical training purposes. Based on the works of Dewey and Greene I show how these strategies do not always contribute to an aesthetic education ‒one that promotes experiences with artworks in which we develop sensitivities and capacities necessary to more richly, deeply and intensely experience what these and other artworks have to be experienced‒ and therefore end up having an instrumental use. This is the case with the most commonly used strategies: the (...) exemplary modelling strategy ‒which seeks to inspire students through characters that show an admirable moral character‒ and the moral deliberation strategy ‒which extracts dilemmas or moral problems from which characters from the works face to discuss them with the students. From Diamond’s work I show that, at the same time, it is precisely the non-aesthetic nature of these strategies that limits their chances of becoming a fully fledged ethical education. Hence, ethical education through the narrative arts is only fully developed when it is also an aesthetic education, and aesthetic education in the narrative arts is only fully developed when it also deals with matters of moral significance and is therefore also an ethical education. (shrink)