Rapid advances
in the study of the human genome are raising a host of social, moral, political,
and legal issues. What
benefits do these studies promise?
What problems or costs might be associated with genetic innovations? Are
the benefits
worth the costs, and can awareness
of them help us innovate fairly and wisely?
Applications
of the Human Genome Project may help us prevent disease or enhance human
capacities. But preventing disease
may mean preventing the birth of
individuals with certain genetic diseases or engaging in genetic engineering
to alter
genes. Both approaches raise a variety
of moral issues, such as abortion, the disability rights critique, and
experimentation on unconsenting
individuals. In addition, the benefits and burdens of screening and testing
may fall
disproportionately on certain groups,
or emphasize genetic solutions at the expense of more mundane but well-proven
measures.
The attempt to
enhance welfare by, or example, attempting to increase intelligence, strength,
or beauty means
still more fundamental intrusion
into the human genome. In addition, this research is, for the most part,
taking place in a
privatized, corporate context that
raises serious questions about privacy, ownership, and access. How can
privacy be
guaranteed to protect against discrimination
in the workplace or insurance? Should genes, or even whole organisms, be
patented? How can broad access to
benefits be guaranteed? Forging ahead without taking account of this context
raises the
possibility that the HGP and its
progeny will do more harm than good.
Class Meets: T,Th 9:40-10:55,
Cleveland 110
Professors: Dr. Candace Collmer,
Zabriskie 13 and
Dr. Laura Purdy, Macmillan 316
Contact info: Prof. Purdy
- 364-3244; 607-273-2654(home); lpurdy@wells.edu
Office Hours Tues. 1-4, Thurs. 2-4; Friday morning by arrangement
Contact info: Prof. Collmer
- 364-3271; 607-257-5737(home); ccollmer@wells.edu
Office Hours - Wed. 1:30-2:30; Thurs 11:15-12:15; Fri 11:30-12:30;
or other times as arranged
Texts:
Philip Kitcher. 1996. The Lives
to Come The Genetic Revolution and Human Possibilities. Simon & Schuster
Publishing
Matt Ridley. 1999. Genome The
Autobiography of a Species in 23 Chapters. Perennial/HarperCollins Publishers.
Anthony Weston. 2002. A Practical
Companion to Ethics. 2nd edition, Oxford University Press.
Selected readings from Who Owns
Life?, a collection of essays to be published through the Center for Bioethics
of the University of Pennsylvania
Ricki Lewis. 2001. Human Genetics
Concepts and Applications, 4th edition, McGraw-Hill. On reserve in the
library
Attendance: Attendance is
required at all classes. Should ill health, conflict with other academic
events, or extenuating
circumstances keep you from class,
it is your responsibility to complete the work of that session in a satisfactory
manner.
Late Work: Late work (i.e.
that is not handed in during class time on the day that it is due) will
be accepted only if you
have made arrangements with us in
advance, and will incur a 10% grade reduction.
Honor Code: We expect and
require academic integrity from all students in all work.
Ethical, Legal, and Social Implications (ELSI) of The Human Genome Project
Tentative Class Schedule (subject
to modification as needed)
|
Day -
Week
|
Date
|
Topic/Activity
|
Assignment
Due for class/
Quizzes, Papers,
Etc.
(K=Kitcher;
R=Ridley; W=Weston)
|
|
T - 1
|
1/29
|
Introduction
to course;
What is the Human Genome Project? Assign paper |
|
|
H - 1
|
1/31
|
Moral reasoning
discuss paper and readings
|
1-2page paper
due;W Chapters 1,2
|
|
T - 2
|
2/5
|
Ethical problem
solving
|
W Chapters
3-5
|
|
H - 2
|
2/7
|
QUIZ #1 -
Ethics
The Human Genome
Project what is it? What does it promise?
Differing perspectives
of it
|
QUIZ #1;Website:
http://www.ornl.gov/hgmis
K - Chapter 1
(pp. 13-22)R Foreword, Introduction (pp. 1-10)
Handout: Dula;
Jackson (1/2 class on each)
|
|
T - 3
|
2/12
|
History of genetics/
genetic disease
Concept of genetic malady |
R Chapter 3;K
Chapter 2 (pp. 23-29)
K Chapter 9;Handout: Culver or Berger (all) |
|
H - 3
|
2/14
|
Basic genetics
and molecular biology Determinism
|
K Chapter 2
R Chapter 4
|
|
T - 4
|
2/19
|
Determinism,
genes, and environment
|
R Chapters
4, 5; K Chapter 11
Handout: de Waal (all) |
|
H - 4
|
2/21
|
Genetic testing
|
K Chapter 3
|
|
T - 5
|
2/26
|
Concerns about
genetic technology
Short video: Fragile X testing |
K Chapter 10
Handout: Lippman
Worrying
.(all)
Handouts: Silver;
Watson (all)
|
|
H - 5
|
2/28
|
Eugenics
|
K Chapters
8 (new), 9 (review)
R Chapters 9, 21 Handouts: Editorial
and response re: China (all)
|
|
T - 6
|
3/5
|
QUIZ #2
genetics/molecular biologyVideo "Genetically Correct: Ensuring PerfectBabies"
|
QUIZ #2
|
|
H - 6
|
3/7
|
The disability
rights critique
Case Discussion:
Deaf Parent Hypothetical
|
Handouts:Green;
Parens & Asch (all)
Web lecture
Denise Karuth
Prepare to
argue deaf case (1/2 each)
|
|
T - 7
|
3/12
|
The disability
rights critique (continued)Short video: Lesch-Nyhan syndrome
|
Handout: Purdy
-- Loving Future People
|
|
H - 7
|
3/14
|
Genetic testing
in adults e.g. BRCA genes
|
R Chapter 5
(review)
Handouts: Fasouliotis
& Schenker; Geller et al.(all)
|
|
|
|
SPRING BREAK3/16-24
|
|
|
Day - Week
|
Date
|
Topic/Activity
|
Assignment
Due for class/
Quizzes, Papers,
Etc.
(K=Kitcher;
R=Ridley)
|
|
T - 8
|
3/26
|
BRCA gene testing
(continued)
|
Handouts: Parthasarathy;
Purdy (1/2 on each)
|
|
H - 8
|
3/28
|
Midterm Exam
|
Midterm Exam
|
|
T - 9
|
4/2
|
Genetic discrimination,
health insurance, and the law
|
K Chapter 6;
Handouts: Greely; Rothenburg (all) |
|
H - 9
|
4/4
|
Gene therapy
what is it?
|
K Chapter 5
Handouts: Hedgecoe
|
|
T - 10
|
4/9
|
**Gene therapy
(continued)
Student presentations
|
Handouts: Anderson;
Billings et al.; Marshall
R Chapter 18
|
|
H - 10
|
4/11
|
**Enhancement
Student presentations
|
Handouts: Walters
& Gage; McGee; Juengst;Cole-Turner
|
|
T - 11
|
4/16
|
Enhancement (continued)
|
Handouts: Walters
& Gage; McGee; Juengst;Cole-Turner
|
|
H - 11
|
4/18
|
Stem cells
|
Handouts: Scientific
American article, othersTBA
|
|
T - 12
|
4/23
|
**Cloning "Therapeutic
cloning" or CRNT
Student presentations |
Handouts: Lanza
et al.; letters and reply;
Kass charge to the President's Council onBioethics; Goodman editorial |
|
H - 12
|
4/25
|
Cloning reproductive
cloning
Short video
human reproductive cloning
|
Handouts: Green/Shuster;Jonas;Davis;
Midgley
|
|
T - 13
|
4/30
|
Science and social
context
Conflicts of
interest research and funding
|
Handouts: Lippman
The Politics of Health; Shenk; JAMA article
|
|
H - 13
|
5/2
|
Who owns life?Propriety
and Property The Tissue Market Meets the Courts
|
Handouts:Andrews
and Nelkin; Kolata
|
|
T - 14
|
5/7
|
Who owns life?
Patents and the
Canavan gene story
Student presentations
|
Handouts: Merz;
McGee; Merz & Cho
|
|
H - 14
|
5/9
|
Finish up
|
|
FINAL EXAM Thursday, May 16, 7-10
P.M.
PHIL 280Spring 2002
Some useful websites:
The website for information on The
Human Genome Project from the U.S. Dept. of Energy:http://www.ornl.gov/hgmis/
The website for the Institute for
the Study of Applied and Professional
Ethics, Dartmouth College:
http://www.dartmouth.edu/~ethics/elsi_index.html
(For Denise Kurath's
lecture: http://www.dartmouth.edu/~ethics/Start3.htm)
The website of the Who Owns Life?
project of the Center for Bioethics of the University of Pennsylvania:
http://www.bioethics.net (and http://www.bioethics.net/whoownslife)
Assignment for first short paper:
Due: Thursday, January 31, 2002
(at 9:40 A.M.) -- 1-2 pp (250-500 words)
Matt Ridley claims that it would
be highly unethical to inject the nucleus of a chimpanzee cell into an
enucleated human
egg and try to keep it alive. (Ridley,
Genome, p. 36)
Do you agree with his assessment?
Justify your position.
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