Ethics and the Human Genome
PAPER 3
Due May 22 (Just one version—no rewrite)
Typed, double-spaced,
stapled, and with pages numbered
1 copy
Length is flexible, but aim for about 5-7 pages.
You may consult with your writing fellow, but not required.
Background
· Genomic research and technology is posing hard new choices that we, as individuals and societies, have never had to make before. These choices involve the deepest ethical questions that humans confront. During your lifetime you yourself will likely be required to make such choices, or at least express your opinion or vote on them. In order to make good decisions and to persuade others to your point of view, you will need to understand the weaknesses as well as the strengths of your own stand. And as I’ve said in class, you are more likely to win an argument when you understand your opponent’s stand better than s/he does.
Your Task
· Pick one of the following questions. Decide your position on the question, and then defend it on ethical grounds. But also determine what your opponent’s strongest ethical argument be against your stand would be. Your paper should make the strongest argument possible for both sides—yours and your opponents’.
· Your paper will resemble a debate:
o Present the “Vote Yes” side first, then the “Vote No” side (regardless of which one you agree with).
o Each side should answer the other—that is, engage the other side’s argument, rather than ignore or talk past it.
o You should not make your own view known till the end of their “debate.” Then summarize why you support one side rather than the other. What are the ethical grounds on which you prefer one over the other?
Ethical Questions (pick
one)
“Should there be a
law that (pick
one)__?”
1. “Medical
right to know.” Requires that biological parents who put their child
up for adoption provide samples of their own DNA for inclusion in the child’s
medical record.
2. “Lethal
weapons control.” Requires that bionic limbs be treated like handguns:
Specifically, they must be registered as lethal weapons; prospective owners
must have a police background check before receiving one; owners must obtain a
license to carry one in a manner that constitutes “concealment” (i.e., when not
obvious to observers that the limb is bionic).
3. “Protection
of human dignity act.” Requires physicians and other medical personnel to
actively protect the personal dignity of all patients under their care. That
is, they have a legal obligation—an affirmative duty—to prevent actions and
conditions that would “dehumanize” a patient.
4. “Freedom
of research act, Section 2.2.” Allows researchers to
grow embryos of animal-human chimeras for up to 3 months (comparable to the
first trimester of pregnancy).
5. “Right
to self-improvement.” Allows individuals to
use any genomic technology to alter their physical or psychological selves in
any way they choose.
6. “Freedom
to choose one’s genetic heirs.” Allows a woman to
reject any of her embryos or fetuses on the basis of poor genetic quality. For
purposes of this law, fetuses become legal persons when delivery—the often
lengthy birthing process—has been fully completed.
7. “Presumed
innocent act.” Forbids the FBI and other law enforcement agencies
from permanently storing DNA samples (in DNA databanks) from individuals who
have never been convicted of a felony.
8. “Family
right to genomic privacy.” Forbids making one’s
own genome public without first obtaining written permission from all
first-degree genetic relatives (biological parents, siblings, and children).
9. “Freedom
from genetic coercion.” Forbids any manipulation of a human’s genome without
that individual’s informed consent. The bill is silent on whether fetuses have
a right to be born, but it states that all individuals born have a right to
genetic integrity from moment of conception until such time they themselves
choose otherwise.
10. "Sanctity of Life Patent Act.”
DRAFT Forbids obtaining a
patent, retaining a patent, or otherwise owning the rights to genetic code that
is used to create new life forms capable of moral reflection, self-awareness,
and time travel (e.g., "persons"). [Time travel is the ability to
conceptualize one's existence along a timeline: past, present, and future.]
11. Others – you can send suggestions or general ideas
to me, and I’ll work them up into a potential law.
Evaluation criteria
· Develops strong, clear, reasoned arguments.
· Is thoughtful, insightful, intellectually probing.
· Writes with focus, clarity, and precision.
· Both your “Vote Yes” and “Vote No” sides are strong.
o Both consider different levels of costs and benefits (e.g., individual, group, and humankind).
o Both develop a coherent ethical argument, that is, arguments rooted in more general principles of belief or action.
o I cannot tell which side you are on until you say so.
Advice
· Think hard about the broader principles upon which specific preferences rest. They might include, but are not limited to: (1) treat individuals as ends, not means, (2) individuals have a right exercise freedom of conscience except when that harms others, (3) treat others as you would want them to treat you, (4) protect human dignity, as you define it; etc. Such principles can help you judge the coherence of your arguments. NOTE: The Lawler article, “The Human Dignity Conspiracy,” might be useful for this purpose.
· Reread this assignment after you have written your paper. Did you actually address it, fully?