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Examen vragen en antwoorden bio-ethiek
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Exam questionsBioethics 2024 (UA)
Paulien Meulemeester
,Table of content
Our approach to bioethics............................................................................................................. 2
1. What is meant by an ‘ethico-onto-epistemology'? ................................................................. 2
2. What is moral relativism? How does it relate to moral pluralism and moral monism?............... 3
3. What do Thomas Hobbes and Frans de Waal say about the origins of morality? ...................... 4
Moral theories .............................................................................................................................. 5
4. Explain utilitarianism. What are its strong and weak points? ................................................... 5
5. Explain deontology. What are its strong and weak points? ...................................................... 6
6. Explain virtue ethics. What are its strong and weak points? .................................................... 7
7. Explain care ethics. What are its strong and weak points? ...................................................... 8
8. What are the diKerences and similarities between Aristotle’s concept of virtue and the Aztec
concept of excellence? ................................................................................................................. 9
Environmental ethics ...................................................................................................................10
9. Critically discuss three criteria to ground the moral value of non-human beings .................... 10
10. Explain the dimensions of justice as formulated in the Roman Law .................................. 11
11. Using an example of your choice, explain what kind of Justice Environmental Justice is and
how it would apply to your case................................................................................................... 12
Epigenetics .................................................................................................................................13
12. Choose one of the three cases discussed in this class (Umicore/MexicoCity/Farah and Alex)
and reflect on one ethical issue or question related to it. .............................................................. 13
13. Describe the two main ways in which findings in epigenetics have been discussed in ethics
literature on parental responsibility. ............................................................................................ 14
Health Care Ethics .......................................................................................................................15
14. Name and critically discuss the four principles of biomedical ethics formulated by
Beauchamp and Childress .......................................................................................................... 15
15. Evaluate the provided example of a triage protocol based on the principles of biomedical
ethics 16
16. Name and discuss the seven requirements by Emanuel, Wendler and Grady for ethical
clinical research ......................................................................................................................... 17
17. Critically discuss the requirement for informed consent based on the provided example .. 18
Animal ethics and animal experimentation ...................................................................................19
18. Discuss three positions on the moral status of non-human animals. For each position, give
one example of an approach to animal experimentation ethics arguing from that position. ............ 19
19. Explain the characteristics of consequentialist approaches to animal ethics and diKiculties
of consequentialist approaches on the case of animal experimentation........................................ 20
20. Explain the hybrid approach (assumptions, characteristics, diKiculties/criticisms) to
evaluating animal experimentation. Describe how "the three Rs” fit into this approach. ................. 21
Remark
All questions are answered based on the syllabus using chatGPT.
1
, Our approach to bioethics
1. What is meant by an ‘ethico-onto-epistemology'?
An “ethico-onto-epistemology” refers to an integrated approach that combines ethical
considerations with questions about ontology (what exists) and epistemology (how we know
things). This concept challenges the traditional separation of these fields, arguing that they are
deeply interconnected and should be considered together, especially in the context of bioethics
and scientific inquiry.
In the syllabus, this approach is described as essential for understanding the ethical dimensions
of life sciences and research. It emphasizes that when scientists think about ethical dilemmas,
they must also reflect on the nature of reality (ontology) and the methods by which they produce
knowledge (epistemology). Ethical concerns are not merely secondary to scientific practice; they
are embedded in how we understand the world and how we generate scientific knowledge.
For example, in bioethics, when evaluating issues like animal experimentation, it's not enough to
focus only on the scientific facts or the outcomes of experiments. One must also ask: What
assumptions about animals and humans (ontology) underlie our research practices? How do
these assumptions shape our understanding of what is ethically permissible? Similarly, our
methods of gathering knowledge (epistemology), such as the use of animal models, are
themselves influenced by ethical considerations—what we deem acceptable as knowledge and
how we justify these practices morally.
Key elements from the syllabus:
1. Ethics: Ethical reflection is not an afterthought but a fundamental part of how we
approach science and research. The syllabus stresses that ethical questions are
entwined with scientific processes from the beginning.
2. Ontology: The way we conceptualize beings (e.g., humans, animals, nature) influences
our ethical decisions. For example, viewing animals as lesser beings might justify their use
in experiments, but questioning these assumptions can lead to more ethical research
practices.
3. Epistemology: Our approach to knowledge creation is shaped by ethical values, which
means that the very process of scientific inquiry involves moral judgments. The syllabus
encourages students to critically examine how ethical and epistemological
considerations influence scientific practices.
This approach highlights the idea that ethical questions about "what is right" cannot be answered
without also addressing deeper questions about "what exists" and "how we know," making it a
comprehensive framework for bioethical reflection.
2
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