Bioethics, understood at first as medical ethics, has become a transversal discipline to the natural, exact and social sciences. Although its debate in our country is still recent, a deep analysis is necessary for its implementation in training at the upper secondary level
Introduction
Bioethics can be understood as an emerging discipline, particularly in Mexico, which is why its study was concentrated in the areas of higher education, although its origins are indicated at the beginning of the last century, it is until 1988 that it is recognized in Mexico as an important part of the health sciences.
Although a not so exhaustive documentary review has been carried out, the purpose of this work focuses on elucidating the concept of Bioethics and how it can be introduced into the Bachelor's curriculum.
To achieve the purpose, first the general ideas and concepts about bioethics were reviewed, then a brief description of bioethics and its application in the educational field is made to end with a discussion of Bioethics in the bachelor's curriculum.
Bioethics
In relation to the origins of the term Bioethics and its application, it was coined by Fritz Jahr in 1927, for whom it meant the ethics of the relationships of human beings, with animals and nature. It was Van Rensselaer Potter who brought him into the academic world in 1970 in an article called Bioethics, the science of survival.
In order to understand the concept of bioethics in the educational field, it is necessary to carry out a review about the core concept. Starting from the breakdown of the term, Bio - life and ethics - behavior, it can be assumed that bioethics deals with the behavior of the human being and its relationship with all forms of life. In Mexico this concept began to be debated in 1988, by the National Bioethics Commission, for whom:
It is the branch of applied ethics that reflects, deliberates and makes normative and public policy proposals to regulate and resolve conflicts in social life, especially in the life sciences, as well as in medical practice and research that affect the life on the planet, both today and in future generations.
In this sense, this discipline is understood to be centered on the practice of life sciences (biology, biochemistry, genetics, medicine, among others) but particularly in the health sciences.
There are several definitions of bioethics proposed by some characters who are scholars of philosophy such as: Van Rensselaer Potter, Eduardo Freire, Carlo Caffara, but it seems clear that the concepts show a tendency towards those aspects that are more closely related to the protection of human life. It is also pertinent to point out that the various currents of thought that contribute to the discussion of the subject, establish according to their approach, normative principles of bioethics, some proposed four principles: autonomy, beneficence, non-maleficence, and justice. While personalistic bioethics contributes five: Principle of defense of physical life, Principle of Totality, Therapeutic Principle, Principle of Freedom and Responsibility and Principle of Sociability and Subsidiarity.
Bioethics arises from the growing understanding of man with his environment and with his peers, and with it the need to establish certain limits regarding what can be done and not with life, this concept encompassing human life first and then encompassing all its forms. It is important to make the difference between ethics and morality in this regard, since that is a core part of the teaching method of bioethics. Morality is dictated through norms that receive a sanction and is typical of the society in which the person is immersed, while ethics is defined as the set of customs that direct human behavior in a non-coercive way, it is say that it does not have a punishment imposed by law, being carried out in a more personal way,For this reason, in the teaching of bioethics, it is necessary for students to develop their own values, attitudes and behaviors in order to cultivate in them respect for life and the environment.
Bioethics in education
Dr. Manuel Velasco Suárez affirmed: "The man is worth for what he serves, never only for what he knows and much less for what he has and goods that he accumulates."
This argument is valid so that the formation of citizens in educational institutions is strengthened in the construction of responsible citizens with social values. In this sense, considering the contributions and needs for updating the relationships between human beings and their environment that are demanded with the new scientific advances in Bionic Engineering, Biomedical Engineering, genetics and in general the emergence of Omic Sciences (proteomics, genomics, etc.), it is preponderant in the framework of the education reform in Mexico, to include in the model of training by competencies, bioethical responsibility as a competence, understood as:
the ability of the human being to perform conscious, reasoned, free and fair acts, within bioethical values and principles, in the application of science, assuming and resolving for the benefit of the immediate future and the next generations.
In the State of Nuevo León, a program for the development of competencies in the three levels of basic education was established in 2010.
On the other hand, Zuleta Salas, supported by an investigation in Colombia, contributes some reflections on bioethics education in school, with a global and integral sense, considers as fundamental elements the educator, the student of today and their interaction with the family.
Currently, three objectives can be considered in the teaching of bioethics, at a higher level: to achieve an interdisciplinary vision, modify attitudes and behaviors and influence the professional relationship. For this, it seeks to transmit more appropriate and necessary ethical values in an appropriate way for the cultural and social circumstances of their environment.
The need to include Bioethics in upper secondary education in Mexico
The society of the new millennium faces challenges and continuous changes, generational shocks in the use of modern technologies, we are facing a number of technological advances that, although they were foreseen by visionaries and taken as a starting point to model the development of society, these proposals have different impacts at different scales in heterogeneous cultures like ours. But these changes do not mean that all the actors are in a situation of equality, in addition the use of these technologies causes a series of changes not only economic, but also cultural, social, among others, one of them, the use of the network, in where interactions and communication take different dimensions since there are no face-to-face interactions that give reliability to communication, and information,so it is possible that it disrupts the educational environment with false data. The foregoing highlights the need to include bioethics in the educational field since in the face of these processes that involve profound changes in human society, it must be formed for the freedom to choose, understanding that education is the fundamental element to understand bioethical principles in the new relationships between different societies. Looking towards the curriculum of the bachelor of the Colegio de Bachilleres de Chiapasunderstanding that education is the fundamental element to understand bioethical principles in the new relationships between different societies. Looking towards the curriculum of the bachelor of the Colegio de Bachilleres de Chiapasunderstanding that education is the fundamental element to understand bioethical principles in the new relationships between different societies. Looking towards the curriculum of the bachelor of the Colegio de Bachilleres de Chiapasv, include the subject Ethics and Values II, in which bioethics is considered in block II: Problematic conflicts of medical practice and bioethics. It contains the following learning objectives; Ethics and technological development in medical practice; Medical advances; Implications of medical practice; Genetic manipulation and effects on biodiversity; Animal rights. Although it is only addressed in this part of the program, the development of the topic related to Bioethics, undoubtedly contributes to the construction of the bachelor's profile, with the acquisition of the following generic competences: Supports a personal position on topics of interest and general relevance; considering other points of view in a critical and reflective way, participates with civic and ethical awareness in the life of his community, region, Mexico and the world; contributes to sustainable development in a critical way, with responsible actions.It is important to point out that the strategies proposed in the program are related to medical practice and health sciences, so it is highly relevant to delve into the subject in order to modify and / or rectify them according to the most up-to-date context of Bioethics.. This can be considered in future study plans as a subject of its own, in which, through the development of competencies to promote in young people the ability to judge before the debates on the subject that arise in society, favoring the aspects of Humanistic character that will be necessary for the professional training of young people, who must be molded from the upper secondary education because this is the prior preparation for the higher education of the students.They are related to medical practice and health sciences, so it is extremely important to delve into the subject to modify and / or rectify them according to the most up-to-date context of Bioethics. This can be considered in future study plans as a subject of its own, in which through the development of competencies to promote in young people the ability to judge before the debates on the subject that arise in society, favoring the aspects of Humanistic character that will be necessary for the professional training of young people, who must be molded from the upper secondary education because this is the prior preparation for the higher education of the students.They are related to medical practice and health sciences, so it is extremely important to delve into the subject to modify and / or rectify them according to the most up-to-date context of Bioethics. This can be considered in future study plans as a subject of its own, in which, through the development of competencies to promote in young people the ability to judge before the debates on the subject that arise in society, favoring the aspects of Humanistic character that will be necessary for the professional training of young people, who must be molded from the upper secondary education because this is the prior preparation for the higher education of the students.Therefore, it is extremely important to delve into the subject to modify and / or rectify them according to the most up-to-date context of Bioethics. This can be considered in future study plans as a subject of its own, in which, through the development of competencies to promote in young people the ability to judge before the debates on the subject that arise in society, favoring the aspects of Humanistic character that will be necessary for the professional training of young people, who must be molded from the upper secondary education because this is the prior preparation for the higher education of the students.Therefore, it is extremely important to delve into the subject to modify and / or rectify them according to the most up-to-date context of Bioethics. This can be considered in future study plans as a subject of its own, in which, through the development of competencies to promote in young people the ability to judge before the debates on the subject that arise in society, favoring the aspects of Humanistic character that will be necessary for the professional training of young people, who must be molded from the upper secondary education because this is the prior preparation for the higher education of the students.In which, through the development of competencies to promote in young people the capacity of judgment in the face of debates on the subject that arise in society, favoring the humanistic aspects that will be necessary for the professional training of young people, which must be molded from upper secondary education because this is the prior preparation for higher education of students.In which, through the development of competencies to promote in young people the capacity of judgment in the face of debates on the subject that arise in society, favoring the humanistic aspects that will be necessary for the professional training of young people, which must be molded from upper secondary education because this is the prior preparation for higher education of students.
In conclusion
Due to its origins, bioethics was understood as medical ethics, oriented to the sciences of human health, however the scientific advances of the current millennium, with the emergence of new disciplines related to all forms of life and their relationship with being human, have led bioethics to be conceived as a cross-disciplinary discipline to others, with it the disciplines of natural and exact sciences are linked with the social sciences and humanities, recognizing then that bioethics relates human behavior with all forms of life and respect for the environment.
It is difficult to make a judgment about the relationship between bioethics and its teaching practice without a deeper analysis.
Bioethics as a transversal discipline can contribute to the strengthening of local cultural identities, human values, and correlate all human activities with their environment.
The debate on Bioethics is still young in Mexico, with more reason its foray into education, since this discipline is the object of study in undergraduate and postgraduate degrees, which makes a deep analysis necessary for its implementation in the formation of the bachelor, since it is about establishing values for life from the early stages as a product of our training and education at school, at home and in the socio-cultural environment in which we develop.
For this reason, it is imperative that in upper secondary education in Mexico a bioethics teaching program is developed that is comprehensive and transversal to all disciplines, since they are in one way or another, related to life, it should be considered in it the current situation of the country and the regions where it will be taught to motivate positive attitudes in young Mexicans, in order to achieve in them a critical mentality that will lead them to the correct performance as productive citizens of the country.
Bibliography consulted
- Bermúdez de Caicedo, Clemencia. (2006). NEED FOR BIOETHICS IN HIGHER EDUCATION. Acta bioethica, 12 (1), 35-40. Retrieved on June 20, 2016, from http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S1726569X2006000100005&lng=es&tlng=es. 10.4067 / S1726-569X2006000100005 Bioethics. Definitions of bioethics. http://bioeticabysteff.blogspot.mx/2012/06/definiciones-de-la-bioetica-porvarios.html Colegio de Bachilleres de Chiapas, http://www.cobach.edu.mx/#!sequencesdidcticas/cy9w 2016García, José Juan, BIOÉTICA, in García, José Juan (director): Encyclopedia of Bioethics, URL: http://enciclopediadebioetica.com/index.php/bioetica Rodríguez A. Martha M (2014). THE BIOETHICAL RESPONSIBILITY AS EDUCATIONAL COMPETENCE IN THE FORMATION OF THE CITIZENSHIP.http://registromodeloeducativo.sep.gob.mx/Archivo;jsessionid=846ba2aa3f4c7058f f255ca89ede? nombre = 7781-Dra.MMRA% 2CEnsayo + 2014BIOETICA + Y + CIUDADANIA + (1).docx Ministry of Health. Bioethics Commission. Mexico. http://www.conbioeticamexico.salud.gob.mx/interior/queeslabioetica.html Velasco, Manuel. National Institute of Neurology and Neurosurgery, 30 years of history 1964/1994, Conacyt, Edit. Loera Chávez, Mexico, 1994 page 279 Vidal, Susana M. Bioethics education in Latin America and the Caribbean: Experiences and future challenges. Program for Latin America and the Caribbean in Bioethics and Ethics of Science. UNESCO 2012. Zuleta Salas, Guillermo León. (2014). Bioethics and education: education for bioethics. Production + Clean, 9 (2), 23-35. Retrieved June 20, 2016, fromhttp://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S190904552014000200003&lng=en&tlng=es
Annexes
- Health Secretary. Bioethics Commission. Mexico. http://www.conbioeticamexico.salud.gob.mx/interior/queeslabioetica.html ii García, José Juan, BIOÉTICA, in García, José Juan (director): Encyclopedia of Bioethics, URL: http://enciclopediadebioetica.com/ index.php / bioethics iii Velasco, Manuel. National Institute of Neurology and Neurosurgery, 30 years of history 1964/1994, Conacyt, Edit. Loera Chávez, México, 1994 page 279 BIOETHICAL RESPONSIBILITY AS EDUCATIONAL COMPETENCE IN THE FORMATION OF CITIZENSHIP. Dra. Martha Marcela Rodríguez Alanís. http://registromodeloeducativo.sep.gob.mx/Archivo;jsessionid=846ba2aa3f4c7058ff255ca89ede?nombre=7781Dra.MMRA%2CEnsayo+2014-BIOETICA+Y+CIUDADANIA+(1).docx.Collegio de Chiapas, Chiapas de Chiapas de Chiapashttp://www.cobach.edu.mx/#!sequences-didcticas/cy9w
