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Biotechnology, ethics and education

机译：生物技术，伦理与教育

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Fundamental differences between current and past knowledge in the field of biotechnology mean that we now have at our disposal the means to irreversibly change what is meant by ‘human nature’. This paper explores some of the ethical issues that accompany the (as yet tentative) attempt to increase scientific control over the human genetic code in what amounts to a diminishing of difference and the reduction of human life to scientific explanations at the expense of spiritual, cultural and communal considerations. Within such a limited view, the critical role of education is reduced in favour of promoting psychological efficiency, with the possibility of accelerating learning and increasing intellectual capacity through genetic manipulation. A major concern expressed in the paper is the fine line between corrective therapy and psychological enhancement: Who should be defining the normal range of human difference? And what degree of caution should be required in redesigning future generations? The unknown dangers inherent in the (perhaps irreversible) application of genetic technology to human life suggests that current precautions may not go far enough in recognising that education is a contestable field.
机译：生物技术领域当前知识与过去知识之间的根本差异意味着，我们现在可以利用自己的手段来不可逆转地改变“人性”的含义。本文探讨了一些伦理问题，这些伦理问题伴随着（暂时的）尝试，以增强对人类遗传密码的科学控制，这种差异等于是缩小了差异，减少了人类生命，以牺牲精神，文化为代价的科学解释和公共考虑。在这种有限的观点内，减少了教育的关键作用，有利于提高心理效率，并有可能通过基因操纵来加速学习并提高智力。本文中表达的一个主要问题是矫正治疗与心理增强之间的细微界限：谁来定义人类差异的正常范围？在重新设计子孙后代时应采取何种程度的谨慎？基因技术（也许是不可逆转的）应用于人类生活所固有的未知危险表明，当前的预防措施可能不足以认识到教育是一个可竞争的领域。

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