1. Approach 1: The Biological Approach

2.  Imagine that at some point in the future, our understanding of the brain was complete.  We understand what every part of the brain does, and exactly how to manipulate people’s behaviour by either direct (brain surgery/drugs etc) or indirect (language/conditioning etc) methods.  We have complete mastery over human behaviour and thought.  What could be done with this knowledge?  Think about how different groups of people would use this information.  Could it be used for good or evil?

3.  Neuroscience has led to ethical issues.  Improve quality of life and reduce suffering.  However if we have the power to manipulate thoughts and behaviour, what is to stop us from doing so in unethical ways?

4.  There are many threads to this debate. Four that we will look at in class (and the four discussed in the book) are:  Understanding consciousness  Treating criminal behaviour  Enabling Neurological function  Improving marketing techniques

5.  You might be able to think of other areas where an understanding of neuroscience can cause ethical issues.  The exam board is deliberately vague when it comes to what they expect you to know about.  So long as you are able to discuss the issue and the ethical implications that arise from it, you can include any topic you like!

6.  In groups you will be given by one of the issues. You have to make a presentation to teach the rest of the class about the ethical implications of your given issue.  Understanding consciousness  Treating criminal behaviour  Enabling Neurological function  Improving marketing techniques

7.  You need to include the following  An overview of what neuroscience can contribute to this area of investigation  A discussion of the ethical benefits that neuroscience can bring  A discussion of the ethical drawbacks from the use of neuroscience  A possible “best case scenario” for this issue  A possible “worst case scenario” for this issue  Some sort of conclusion. What is your group’s view on this issue? Do the benefits outweigh the costs?

8.  Should not just be a rehash of what is in the book.  Discuss the issues in depth in your group and come up with your own arguments and points.  Use the library and the internet for more information and examples to back up the points you make.  Really try to think through these issues to their logical conclusion.  Made in PowerPoint, emailed to your teacher who can then send it to the rest of the members of the class

9.  Present to the rest of the class  While watching, make notes on the blank tables on the handout.  After each presentation, write down what your opinion on the ethical issue is.  At the end of each presentation, try to think of some questions you could ask the presenters.  If a group receives no questions from the class, the teacher will ask some instead!

10.  Overall, what is your opinion on the ethics of neuroscience?  Do you think the benefits outweigh the costs?  Or are the potential dangers of neuroscience just too high?  What could be done to limit the ethical issues while enhancing the benefits?  Which issue of those looked at above are most pressing?

11.  Use the scales to create an “at a glance” guide to this issue. Write short notes on either side of the scales. Neuroscience is ethical Neuroscience is unethical

12.  Questions on pg 21, “Exam Corner”  Debate (pg 25)