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Whether our acts are humane or not may no longer be the issue of the contemporary ethicists. Rather being naturals or not may be the ethical interest in the forthcoming century. What we now see as a life may not be a life that we used to know or vice versa. Genetic engineering or biotechnology turned our virtuality into real. It helps infertile couples to bear a child and also reproduces gene-enriched cattle by doing. Recently an American couple screened the fitted embryo out of their artificially inseminated ones for the sake of curing their daughter who suffers from leukaemia. Some biomedical researchers in Europe announced that they would test human cloning this year or so. What if cloned children having enriched-genes came into schools, should we or should we not treat them as equally as the naturals? How are we going to resolve inequality problems in student performance? What will be the norms and values for our education then? This will be an era demanding bioethics to be taught in school settings. The protestant church and their schools won't be exceptional. The paper consists of three parts. Why, what, and how to deal with the bioethics issues in Christian Education contexts Three reasons have been explained why bioethics becomes so important matter as to deal with at Christian schools and churches' first of all, teaching ethics of life is one of its essential functions that christian education does over time. Secondly, threats to life increase by the culture of death. Thirdly, preventing one's right from being abused of his or her 'bid-information is needed. A comprehensive review on bioethics has been done in the second part of the thesis. The meaning of bioethics, the recent issues and problems, and contemporary discourses on bioethics were examined. According to Van Rensseaer, Bioethics is a new discipline that integrates human values and biological knowledges. The recent issues in the realm of bioethics are as follows: problems of gene therapy, artificial chromatic composition, new reproductive technology, prenatal diagnosis and the use of eugenics, organ transplant, human cloning, and ecological pollution issues. The recent discourses of bioetiucs discuss on origin. commencement, quality of life, and termination of life Both christian perspective and biological perspective on life were compared in terms of origin and commencement of life. And some of hot ethical issues such as brain dead or organ transplant in terms of the process or termination of life were discussed. Lastly, some of practical suggestions that are applicable to christian schools and churches have been made. The suggestions have three details. Overall educational policy on 'teaching bioethics' is to establish first. Then the curricular works for bioethics in christian education are needed. For this, the attributes and typology of bioethics education curriculum have been examined; the scope and the sequence of bioethics education and praxis-centered curriculum were presented. The supporting system for realizing the educational plan for bioethics education was also stressed as well.
목차
Ⅰ. 왜 기독교교육은 생명윤리를 덕목으로서 다루어야하는가
Ⅱ. 기독교교육이 다루어야 할 생명윤리는 어떤 것인가?
Ⅲ. 기독교 생명윤리교육 실천을 위한 제언
Ⅳ. 결어
참고 Web Sites
Abstract
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UCI(KEPA) : I410-ECN-0101-2009-235-014422106