1. PHILOSOPHY FOR CHILDREN: A MODEL FOR A BIOETHICS COMMUNITY OF INQUIRY Leonardo D. de Castro, Ph.D. Professor of Philosophy, University of the Philippines Vice Chair, UNESCO International Bioethics Committee Secretary, International Association of Bioethics

2. L DE CASTRO UNIVERSITY OF THE PHILIPPINES Bioethics: a democratic approach to education Not merely informative Forum for community debate and discussion Facilitate a social process of reflective conversation oBy which a community discovers and continually evaluates developments in society oChecks how developments fit with societys core values

3. L DE CASTRO UNIVERSITY OF THE PHILIPPINES Reflective Conversation Why self-discovery and self-evaluation are extremely important: Why self-discovery and self-evaluation are extremely important: Contemporary questions about biotechnology are actually questions about owho we are owhat we want to make of ourselves

4. L DE CASTRO UNIVERSITY OF THE PHILIPPINES THIS PRESENTATION: Community of inquiry as a model for bioethics learning. 1.Central features of philosophy for children 2.A short narrative on Xenotransplantation 3.Lessons that bioethics education can learn from philosophy for children

5. L DE CASTRO UNIVERSITY OF THE PHILIPPINES I. Philosophy for Children

6. L DE CASTRO UNIVERSITY OF THE PHILIPPINESChallenge: Do these observations apply to bioethics? not only for children but also for adults?

7. L DE CASTRO UNIVERSITY OF THE PHILIPPINES Natural curiosity develops inquiry A philosophical community of inquiry exploits childrens natural curiosity to raise questions and issues. A philosophical community of inquiry exploits childrens natural curiosity to raise questions and issues.

8. L DE CASTRO UNIVERSITY OF THE PHILIPPINES Differences among the participants enrich the process of learning Learning is different for each individual child. Learning is different for each individual child. The ideal philosophical community is one in which... differences... serve to enrich the inquiry [rather than to divide the participants]. (Lone, 2001) The ideal philosophical community is one in which... differences... serve to enrich the inquiry [rather than to divide the participants]. (Lone, 2001)

9. L DE CASTRO UNIVERSITY OF THE PHILIPPINES The teacher does not direct students Each child contributes something essential to the classroom. Each child contributes something essential to the classroom. All children have unique ideas and interests that motivate them to seek answers to their questions. All children have unique ideas and interests that motivate them to seek answers to their questions. The role of the teacher is to guide students in this process, not to direct them. The role of the teacher is to guide students in this process, not to direct them. She does not seek to control the conclusion. She does not seek to control the conclusion.

10. L DE CASTRO UNIVERSITY OF THE PHILIPPINES The capacity to change one's mind Criticizing one's own views and changing one's mind is a natural part of the process of philosophical thinking. Criticizing one's own views and changing one's mind is a natural part of the process of philosophical thinking.

11. L DE CASTRO UNIVERSITY OF THE PHILIPPINES Education enables children to think for themselves "Anything that helps us to discover meaning in life is educational, and the schools are educational only insofar as they do facilitate such discovery" (Lipman, Sharp and Oscanyan,1980) "Anything that helps us to discover meaning in life is educational, and the schools are educational only insofar as they do facilitate such discovery" (Lipman, Sharp and Oscanyan,1980)

12. L DE CASTRO UNIVERSITY OF THE PHILIPPINES Community of Inquiry Thinking for oneself is a central aim of philosophy for children. Thinking for oneself is a central aim of philosophy for children. Children should recreate the society in which they live as they grow up in a critical, careful and creative way. Children should recreate the society in which they live as they grow up in a critical, careful and creative way.

13. L DE CASTRO UNIVERSITY OF THE PHILIPPINES Community of Inquiry -- Features: An agenda determined by students An agenda determined by students Free exchange of ideas Free exchange of ideas Atmosphere of openness Atmosphere of openness Participants ownership of discussion Participants ownership of discussion Relevance to life Relevance to life Question finding Question finding Teacher as participant and learner. (G. Smith 1999) Teacher as participant and learner. (G. Smith 1999)

14. L DE CASTRO UNIVERSITY OF THE PHILIPPINES A genuine community of inquiry is based on: Mutual respect Mutual respect The members volunteer commitment to search for something in common. The members volunteer commitment to search for something in common.

15. L DE CASTRO UNIVERSITY OF THE PHILIPPINES Guiding Principle: The process, rather than the product In the community of inquiry In the community of inquiry oemphasis the discussion process onot a particular conclusion

16. L DE CASTRO UNIVERSITY OF THE PHILIPPINES Learning as Discovery and Invention To learn something is to learn it again with the same discovery spirit that was experienced when it was discovered, or with the same spirit of invention that prevailed when it was invented.

17. L DE CASTRO UNIVERSITY OF THE PHILIPPINES II. XENOTRANSPLANTATION: The story of Jerry and Bibi

18. L DE CASTRO UNIVERSITY OF THE PHILIPPINES A xenotransplantation narrative Jerry and Bibi were in the waiting room at the clinic of one of the best transplant doctors in the country. Jerry and Bibi were in the waiting room at the clinic of one of the best transplant doctors in the country.

19. L DE CASTRO UNIVERSITY OF THE PHILIPPINES A xenotransplantation narrative Jerry was a sickly 12-year-old boy Bibi was Jerrys pet pig Jerrys kidneys were failing. He needed a transplant.

20. L DE CASTRO UNIVERSITY OF THE PHILIPPINES A xenotransplantation narrative Inside the clinic, Doctor Snow examined Jerry. Inside the clinic, Doctor Snow examined Jerry. He explained that there was a long list of people who needed organs He explained that there was a long list of people who needed organs It would take a lot of time before Jerry could have a transplanted kidney. It would take a lot of time before Jerry could have a transplanted kidney. Dr. Snow with Bibi

21. L DE CASTRO UNIVERSITY OF THE PHILIPPINES A xenotransplantation narrative Bibi: How could that happen? Bibi: How could that happen? Are there not enough good people? Why cant a person give a kidney to someone who is dying? Dr. Snow : Its not as simple as that. One has to take risks in giving a kidney. One has to go through an operation.

22. L DE CASTRO UNIVERSITY OF THE PHILIPPINES A xenotransplantation narrative Bibi: Im not afraid! Ill give Jerry one of my kidneys. Bibi: Im not afraid! Ill give Jerry one of my kidneys. Dr. Snow: Are you kidding? Dr. Snow: Are you kidding? Bibi: Im serious! Ill do anything for my dear friend. Bibi: Im serious! Ill do anything for my dear friend.

23. L DE CASTRO UNIVERSITY OF THE PHILIPPINES A xenotransplantation narrative Jerry: But thats not fair. Why do animals always have to suffer for human beings? Are you not going to die if you do that? Jerry: But thats not fair. Why do animals always have to suffer for human beings? Are you not going to die if you do that?

24. L DE CASTRO UNIVERSITY OF THE PHILIPPINES A xenotransplantation narrative Bibi: Isnt that what animals are supposed to do? Bibi: Isnt that what animals are supposed to do? Isnt it our responsibility to support the needs of human beings? Jerry: But you are my friend! Youre my best friend! We are equally valuable! You should not think of yourself merely as a tool to make me live long or live happily.

25. L DE CASTRO UNIVERSITY OF THE PHILIPPINES A xenotransplantation narrative Dr. Snow was concerned about other things: Lets not decide so quickly. I am not sure that Jerry can use one of your kidneys, Bibi. People and pigs do not necessarily match. Dr. Snow was concerned about other things: Lets not decide so quickly. I am not sure that Jerry can use one of your kidneys, Bibi. People and pigs do not necessarily match. Bibi: What do you mean? Bibi: What do you mean? Dr. Snow: Pig kidneys are different from human kidneys. Pig kidneys will not work inside human bodies. Pigs and humans are made differently. Dr. Snow: Pig kidneys are different from human kidneys. Pig kidneys will not work inside human bodies. Pigs and humans are made differently.

26. L DE CASTRO UNIVERSITY OF THE PHILIPPINES A xenotransplantation narrative Bibi inquired: Is it because we have different genes? I read somewhere that differences in the genes inside our bodies make pigs different from other animals. Bibi inquired: Is it because we have different genes? I read somewhere that differences in the genes inside our bodies make pigs different from other animals. Dr. Snow: Thats right. Dr. Snow: Thats right. Bibi was insistent: Cant you do something about my genes in order to make my kidney work inside Jerrys body? Dr. Snow: Well, some clinics have been studying how to do that but they have not been successful.

27. L DE CASTRO UNIVERSITY OF THE PHILIPPINES A xenotransplantation narrative Bibi thought aloud: Thats too bad. Scientists must work harder. Bibi thought aloud: Thats too bad. Scientists must work harder. Dr. Snow explained: On the other hand, some people think scientists should not move too fast. Dr. Snow explained: On the other hand, some people think scientists should not move too fast. Bibi: Do they think my kidney is the wrong one for Jerry? Are they afraid Jerry is going to turn into a pig? Dr. Snow: No, but some think we should not mix our genes because genes are part of Gods design for His creation. We have to respect what God wants.

28. L DE CASTRO UNIVERSITY OF THE PHILIPPINES A xenotransplantation narrative Bibi: I cant understand that. If we want to avoid people dying of kidney diseases, scientists must move even faster. Surely, God wants to save lives. Lives are more important than genes, are they not? There must be a way to help my best friend. Bibi: I cant understand that. If we want to avoid people dying of kidney diseases, scientists must move even faster. Surely, God wants to save lives. Lives are more important than genes, are they not? There must be a way to help my best friend. Dr. Snow: I can assure you that we are doing what we can to help Jerry but dont you agree that we have to consider also what other people think? Dr. Snow: I can assure you that we are doing what we can to help Jerry but dont you agree that we have to consider also what other people think?

29. L DE CASTRO UNIVERSITY OF THE PHILIPPINES A xenotransplantation narrative Bibi: That may be so. But it just does not seem fair that my best friend is dying and I cannot do what I think is right in order to keep him alive. There must be something wrong when thats happening. Dont you think so?

30. L DE CASTRO UNIVERSITY OF THE PHILIPPINES A xenotransplantation narrative Bibi was full of questions in his head: It also does not seem fair that we are the best of friends but I cannot give Jerry the only gift that can save his life. I wonder what other people think. What do you think, Dr. Snow?

31. L DE CASTRO UNIVERSITY OF THE PHILIPPINES A xenotransplantation narrative What do you think?

32. L DE CASTRO UNIVERSITY OF THE PHILIPPINES III. Bioethics for Children

33. L DE CASTRO UNIVERSITY OF THE PHILIPPINES Curiosity and bioethical inquiry Natural curiosity develops bioethical inquiry. Natural curiosity develops bioethical inquiry. Education has to explore that natural curiosity in order to raise questions and issues that are important to the individual and to the whole community. Education has to explore that natural curiosity in order to raise questions and issues that are important to the individual and to the whole community.

34. L DE CASTRO UNIVERSITY OF THE PHILIPPINES Respecting difference Bioethics learning is different for each individual. Bioethics learning is different for each individual. It differs on account of ones cultural and religious background, ones upbringing, and a lot of other things. It differs on account of ones cultural and religious background, ones upbringing, and a lot of other things. Difference is not something to be despised. On the contrary, difference enriches the totality of our humanity. Difference is not something to be despised. On the contrary, difference enriches the totality of our humanity. Difference ought to be encouraged. Difference ought to be encouraged.

35. L DE CASTRO UNIVERSITY OF THE PHILIPPINES Learning through the lenses of ones own experiences People – whether children or adults – realize what things are important through their own experiences. People – whether children or adults – realize what things are important through their own experiences. This is how things come to have meaning for them. This is how things come to have meaning for them. Lessons must be drawn from each persons own experiences. Lessons must be drawn from each persons own experiences.

36. L DE CASTRO UNIVERSITY OF THE PHILIPPINES Thinking for oneself Thinking for oneself is a central aim of bioethics education. Thinking for oneself is a central aim of bioethics education. Technology is going to advance even faster than it has done in the last few years. Technology is going to advance even faster than it has done in the last few years. Similarly the world is going to change faster. Similarly the world is going to change faster. The best way to get people ready for these changes is to make sure that they learn to think for themselves. The best way to get people ready for these changes is to make sure that they learn to think for themselves.

37. L DE CASTRO UNIVERSITY OF THE PHILIPPINES