EDST 391-082 Ethics and the Human Genome

EDST 391 Ethics & the Human Genome

Name:
Date:
"Calendar"

DRAFT

Assignment for Day 22

Immortality and the Natural Process

Alex, Caleigh, and Lauren’s Day!

Readings:

Enthusiast’s pursuit of own immortality: "When man and machine merge," from Rolling Stone
Scientific pursuit of life extension: “Worming our way to a longer life” (Genome Sciences Center)
One ethicist’s opposition to life extension: "Life extension: Rolling the technological dice," from Society, 2009, 46:214-220.

NOTE: You have each already been given one of the following four commentaries on the foregoing article. All are in the same issue of Society.
"The phenomenon of death" by E. Cohen. Pages 221-223.
"Lost in translation" by J. Shields. Pages 224-226.
"The past as prologue in life extension" by S. Jasanoff. Pages 232-234.
"Death and us" by H. Kaye. Pages 237-239.

Optional: Excerpts from Tuck everlasting, by N. Babbitt (video clips will be shown in class)
Optional: Please reread Genetic enhancement (National Human Genome Research Institute, NIH)

Which parts/points are relevant to life extension?

Thinking assignment:

Aside from the practical advantages and disadvantages you see with life extension, what are the ethical or moral considerations? What ethical standards do YOU seem to be applying in making these judgments?

Preparation for class activities:

· Imagine the following future: It has just become possible to greatly extend life. In fact, there are resources to make one or two “valuable people” immortal. The US government has convened an ethics committee to provide it advice on whether to move ahead with the project and, if so, who should be made immortal. You are on the committee (as one of the four commentators—Cohen, Shields, Jasanoff, or Kaye). So is Callahan, Kurweil, and Steve Jones (the life extension researcher in the second article above).

· The committee will open (at the beginning of class) by having all members answer a short questionnaire. It will ask whether you think anyone at all should be made immortal, and to explain your reasoning. Note: You will be arguing your character’s views, not your own (that comes later). You may work from notes that you bring to class. Your character is free to draw supporting arguments from elsewhere, including from the articles listed above.

· Be prepared to argue “your” view against competing ones.