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ethical consequences of a "biological science education"

G uten days ladies and gentlemen,

in recent weeks have I this point articles on "brain research and education" and published it left out an important and debatable issue. What are the ethical implications it could have, if you integrate the biology of education in science, or this would be the new "leading science" for science education? What issues must be discussed between brain researchers and educators? How could biologized education affect our humanity? Below I will try to answer these questions to ...

Otto Bacon, in his book " brain research and education " 265 aware of dangers threatening, if education problems with the understanding of neurobiological concepts and theories are considered. This could lead to social science and educational - interactionist viewpoints are displaced by neurobiological considerations. Since naturalism some central anthropological positions, such as deliberately acting subject in question and a natural law determinism in the foreground, the man could be strengthened considered a "biological machine". This would have far-reaching ethical consequences. Suppose there would be an individual brain diagnostics in the foreground, the clarification of subjective well-being of the child would be in his situation and connect the orientation of teachers to specific educational questions and tasks in the background. According to Bacon in the school could keep a brain diagnostics river, which runs the risk of the sort more students than before to neurobiological performance criteria. Segregation would be so strengthened and efforts to formulate a general didactics and pedagogy basal

could be prevented. According to Bacon implies an increasing interest in biological factors in the selection of biologically differing individual circumstances. This would result in a reduction of the education opportunities:

" With the biological in its determinism is the boundaries - setting the end and focused not be changed " ( 265

see Speck 2008 p. 151-158 )

D enkt you from that point on, it could lead to such a development, that the social environment could be seen as broadly determined, so that they would refrain from social differences with communicative means to overcome or adjust to want. This would create a mentality in which psychological and social problems were redefined as biological mistakes that would be correctable by biotechnological means. Taking the theories of Otto Speck seriously, it could hold a new variant of social Darwinism in German society and thus also in the German education system tray. Leading German brain researchers such as Gerald Huether and Wolf Singer contradict Although an absolute neurobiological determinism and emphasize the formative factors, education and socialization, but are Bacon's theories take my opinion that serious and the dangers he points out, real

make

The current interest in neurobiological findings for the fruitful pedagogy, is based on the hope that the "Pisa-misery" overcome and make processes more effective education to do. So it is the wish of the "feasibility", which is the driving force behind the recent debate. The hope to objectify educational processes, realistic and more effective, however, contradicts the findings of brain researchers. But the question that arises is to be construed in any form these findings and exploited? If a genetic or neurobiological determinism overemphasized and has landed in the pedagogy, then take the brain diagnosis in kindergartens and schools have a major role. Children were "deficiencies" have considered to be biologically determined, so the only way out would be a biotechnical, that a medical solution in question. An early selection by neuro-biological characteristics would an early anticipation of the life cycle of the child equal. It is quite conceivable that are sorted in this way, children in certain types of schools, or could only exercise certain professions. At the same time would be applied to the parents, an increased pressure to "upgrade" their children biologically, so that they would get the best start chances in our society.

Remember I would like to take this opportunity to talk about the so-called " Designer - Babies . ( cf The online world 01/09/2009: designer baby born without a gene for breast cancer). A article in the magazine Focus - Online consequence of refers to the English surveys do, educated parents are just smart kids, and it would also "Designer - Babies" set. ( Christiane Fux 2006: Designer - Babies preferably ; in Focus-Online 09/06/2006 )

concern our gaze into the future, which is made by the author of the article:

"The more scientists the interaction study of the genes of- to longer can be determined in advance of a day - up to the traits of the child. " (ibid.)

According to current knowledge can be from a neurobiological point of view not prove that one can anticipate the characteristics of a child, but this quote shows how much the focus is on the feasibility. The characteristics of a person are considered to be genetically determined. Factors such as socialization and education are excluded, and these are just from a neurobiological perspective, the key for the character.

Our society must therefore fundamental questions: Who decides which life is worth living and what not, and what reasons are used to make this decision? Do we want designers - Babies? How does an essentialist Approach to dealing with disabled people from? What happens if we phenomena, such as the famous AD (H) S - Explain to fault only organic and try to solve?

would ultimately such a path in a biologisation and Medizinisierung cause of education, with the result that we are blind to social processes cause, for example, behavioral problems in children.

Before the education of science Integrated biology have clarified these ethical issues and biotechnology malleability of people are critically examined and rejected. The Education must make observations and enter into a dialogue with the biology. You must develop moral categories and pass, ignore the one that mechanical view of man.