Procreative ethics 3800-PE25-S-OG

seminaria monograficzne
ogólnouniwersyteckie

The seminar is open to all Master's Program in Bioethics students and, within space limitations, to other University of Warsaw students interested in practical ethics. While the successful completion of a course in ethics is not a formal requirement, it is a suggested prerequisite. The seminar is conducted in English. Therefore, students are required to have an appropriate level of proficiency in spoken and written English.

KNOWLEDGE:
At the end of the seminar, the student has knowledge of and understanding of:
-- the role of ethics and bioethics in the practice and development of reproductive medicine, prenatal diagnosis and reprogenetics;
-- advanced, multi- and interdisciplinary terminology used in procreative ethics;
-- the issues and problems of procreative ethics and the current state of discussion and research in that area at a level that leads to specialization.

SKILLS:
At the end of the seminar, the student is able to:
-- identify ethical problems and conflicts that arise in the practice and development of reproductive medicine, prenatal diagnosis and reprogenetics;
-- critically analyse oral and written statements by other authors in the field of procreative ethics, including reconstructing theses, identifying factual and normative assumptions, and critically evaluating the correctness and strength of arguments;
-- prepare a short written paper on a topic related to procreative ethics in accordance with the rules for writing papers of this type;
-- prepare and deliver an oral presentation on a topic related to procreative ethics;
-- use English at the B2+ CEFR level, as well as the specialized terminology used in procreative ethics.

SOCIAL COMPETENCES:
At the end of the seminar, the student is able to:
-- critically evaluate their knowledge, acquired information, and received content;
-- recognize the importance of knowledge in the fields of ethics, bioethics, medical law, sociology, and medical anthropology in solving problems arising from the practice and development of reproductive medicine, prenatal diagnosis and reprogenetics; seek expert advice when encountering difficulties in solving these problems independently;
-- develop bioethics, particularly procreative ethics, reliably and responsibly as a theoretical field and social practice;
-- recognize ethical, legal, and sociocultural problems and challenges related to their own research and professional work, in particular, to comply with, develop, and promote ethical standards for healthcare ethics consultants and members of various bioethics and ethics committees.

ADDITIONAL EDUCATIONAL EFFECTS FOR PHD STUDENTS
At the end of the seminar, the PhD student:
(a) has as knowledge and understanding of:
-- methodology of scientific research in the field of procreative ethics;
-- ethical and philosophical aspects of fundamental dilemmas brought about by the advances in reproductive medicine, prenatal diagnosis and reprogenetics;
(b) is able to:
-- use knowledge from various fields in the humanities to identify, formulate and solve - in an innovative way - complex ethical problems brought about by the advances in reproductive medicine, prenatal diagnosis and reprogenetics;
-- critically analize and evaluate results of scientific research, opinions of experts, and views of other scholars regarding ethical problems of modern reproductive technologies;
-- participate in or initiate scientific discussions and debates on procreative ethics;
(c) is ready to:
-- critically evaluate one's own contribution to the development of procreative ethics; and to participate in discussions, formulate arguments, and express one’s own opinions in a manner respectful to others, their views, and to diversity of methods and approaches employed in the humanities;
-- recognize the priority of knowledge in solving scientific, theoretical, and practical problems in bioethics and ethics procreative; and to respect standards of good research practice.

The final grade will be based on the following:
(1) ATTENDANCE AND PARTICIPATION. Insightful participation in seminar discussions and group work that demonstrates knowledge of the terminology, problems, precepts, and arguments discussed, as well as familiarity with the assigned readings. This accounts for 40% of the grade.
(2) AN ORAL PRESENTATION on a seminar topic selected from the provided list. The presentation should demonstrate the student’s knowledge of the topic and her analytical and argumentative skills, as well as her ability to deliver an effective oral presentation in English. This accounts for 30% of the grade.
(3) A SHORT WRITTEN ASSIGNMENT (critical analysis of an article or a case analysis), prepared in accordance with the instructions to be provided by the end of November. This accounts for 30% of the grade.

A grade of 5 requires consistent and insightful participation in seminar discussions that draw upon readings and personal experiences. Students will also be expected to give excellent oral presentations and produce written work that demonstrates their mastery of the discussed cases, terminology, precepts, and principles.

Final grades will be assigned according to the following percentages:
100-90% – 5,0; 89-85% – 4,5; 84-75% – 4,0; 74-70% – 3,5; 69-60% – 3,0; 59-0% – 2,0

For PhD students:

The final grade will be based on the following:
(1) ATTENDANCE AND PARTICIPATION: Insightful participation in seminar discussions and group work that demonstrates knowledge of the terminology, problems, precepts, and arguments discussed, as well as familiarity with the assigned readings. This accounts for 40% of the grade.
(2) AN ORAL PRESENTATION on a seminar topic selected from the provided list. The presentation should demonstrate the student’s knowledge of the topic and her analytical and argumentative skills, as well as her ability to deliver an effective oral presentation in English. This accounts for 20% of the grade.
(3) AN ARGUMENTATIVE ESSAY on a seminar topic, prepared in accordance with the instructions to be provided by the end of November. This accounts for 40% of the grade.

Attendance will be monitored weekly. Two absences are permitted per semester.

The readings are divided into two categories: required and optional. All students are expected to read the required texts before class. The required readings will not exceed 40 pages per week. The optional readings provide additional materials for oral presentations. For each seminar topic, there will be at least two subtopics from which to choose. A full list of required and optional readings will be provided at the first seminar meeting.

Required readings:
-- O. O’Neill, ‘Reproductive autonomy’ and new technologies, in: O. O’Neill, Autonomy and Trust in Bioethics, Cambridge University Press 2002: 49-70; United Nations, Programme of Action of the United Nations International Conference on Population & Development, Cairo, Egypt, 5-13 September 1994, par. 7.1-7.2.
-- S. Holm, Embryology, Ethics of, in: R. Chadwick (ed.), The Concise Encyclopedia of the Ethics in New Technologies, Academic Press 2001: 87-93; S. Buckle, Arguing from potential, in: P. Singer, H. Kuhse et al. (eds.), Embryo Experimentation, Cambridge University Press 1990: 90-108.
-- I. de Melo-Martín, The ethics of anonymous gamete donation: is there a right to know one’s genetic origins?, Hast¬ings Center Report 2012 24(2): 28-35; V. Ravitsky, Autonomous choice and the right to know one’s genetic origins, Hast¬ings Center Report 2012 24(2): 36-7.
-- L.M. Purdy, Surrogate mothering: exploitation or empowerment?, in: H. Kuhse, P. Singer (ed.) Bioethics: An Anthology, 2nd Ed., Blackwell Publishing, Oxford 2006: 90-99; S. Dodds, Jones K., A Response to Purdy, in: H. Kuhse, P. Singer (ed.), Bioethics: An Anthology, 2nd Ed., Blackwell Publishing, Oxford 2006: 100-103.
-- R. Maklin, Artificial means of reproduction and our understanding of the family, The Hastings Center Report 1991 (21)1: 5-11; D. Wald, S.M. Lee, Giving voice to children in non-traditional families, in: Handbook of Children in the Legal System, Routledge 2021: 235-256.
-- M. Tooley, The moral status of the cloning of humans, in: H. Kuhse, P. Singer (eds.), Bioethics: An Anthology, 2nd Ed., Blackwell Publishing, Oxford 2006: 162-77; A. Smajdor, The moral imperative for ectogenesis, Cambridge Quarterly of Healthcare Ethics 2007, 16: 336-45
-- W. Chańska, The principle of nondirectiveness in genetic counseling. Different meanings and various postulates of normative nature, Medicine, Health Care and Philosophy 2022, 25(3): 383-93.
-- A. Asch, E. Parens, The disability rights critique of prenatal genetic testing: reflections and recommendations, in: E. Parens, A. Asch (eds.), Prenatal Testing and Disability Rights, Georgetown University Press, 2000: 3-43; B. Steinbock, Disability, prenatal testing and selective abortion, in: E. Parens, A. Asch (eds.), Prenatal Testing and Disability Rights, Georgetown University Press, 2000: 108-123.
-- J.A. Robertson, Genetic selection of offspring characteristics, Boston University Law Review 1996, 76: 421-482.
-- Buchanan, D.W. Brock, N. Daniels, D. Wikler, From Chance to Choice: Genetics and Justice, Cambridge University Press 2000: Ch. Reproductive Freedom and Prevention of Harm: 222-56
-- W.A. Warren, On the moral and legal status of abortion, The Monist 1973: 43-61.
-- J.J. Thomson, A defense of abortion, Philosophy and Public Affairs 1971 (1): 47-66.
-- M. Tooley, Abortion and infanticide, Philosophy and Public Affairs 1972 (2)1: 37-65.
-- D. Marquis, Why abortion is immoral?, The Journal of Philosophy 1989, 4: 183-202.
-- R.M. Hare, Abortion and the Golden Rule, Philosophy and Public Affairs 1975 (4)3: 201-222.

Więcej informacji o poziomie przedmiotu, roku studiów (i/lub semestrze) w którym się odbywa, o rodzaju i liczbie godzin zajęć - szukaj w planach studiów odpowiednich programów. Ten przedmiot jest związany z programami:

• Bioinformatyka i biologia systemów, stacjonarne, pierwszego stopnia
• Informatyka, stacjonarne, pierwszego stopnia
• Matematyka, stacjonarne, pierwszego stopnia
• Bioinformatyka i biologia systemów, stacjonarne drugiego stopnia
• Informatyka, stacjonarne, drugiego stopnia
• Matematyka, stacjonarne, drugiego stopnia

Dodatkowe informacje (np. o kalendarzu rejestracji, prowadzących zajęcia, lokalizacji i terminach zajęć) mogą być dostępne w serwisie USOSweb:

• Strona przedmiotu 3800-PE25-S-OG w USOSweb