Ralph Levinson – författare

Young people are increasingly being exposed to the huge and complex ethical dilemmas involved in issues such as genetic modification, animal rights and cloning, and they are bringing their views into the classroom. But how can teachers be sure they are sufficiently well-informed to help their pupils make sense of the diverse and emotive arguments surrounding these issues?

This book holds the answer. Written by leading ethicists, scientists and technologists, it offers a balanced and jargon-free guide to such highly debated topics as:

* cloning* in vitro fertilisation* genetic screening and genetic engineering* farm animal welfare* the use of animals in medical experiments.

Written specifically for the non-specialist teacher or lecturer, this book offers suggestions on how to approach the teaching of bioethics and provides useful sources of further information. It may also be of interest to undergraduates on science courses.

Young people are increasingly being exposed to the huge and complex ethical dilemmas involved in issues such as genetic modification, animal rights and cloning, and they are bringing their views into the classroom. But how can teachers be sure they are sufficiently well-informed to help their pupils make sense of the diverse and emotive arguments surrounding these issues?

This book holds the answer. Written by leading ethicists, scientists and technologists, it offers a balanced and jargon-free guide to such highly debated topics as:

* cloning* in vitro fertilisation* genetic screening and genetic engineering* farm animal welfare* the use of animals in medical experiments.

Written specifically for the non-specialist teacher or lecturer, this book offers suggestions on how to approach the teaching of bioethics and provides useful sources of further information. It may also be of interest to undergraduates on science courses.

This book consists of stories of struggles in science education presented by a network of science educators working in Australia, Brazil, Canada, Britain, and the United States. The common goal of these educators is to produce more socially/ecologically just models and practices of science education. The book considers and reworks the key-terms of current social justice: agency, realism, justice, and power. Its first section explores re-inhabiting science in the quest for more just worlds including reterritorializing science within emergent theories of critical realism, engaging citizens activists with corporate science, and challenging neoliberalism and the forces that organize (structure) knowledge. The second section redefines praxis of science education itself through nuanced explorations of agency, decolonialism, and justice in ways that emphasize complexity, hybridity, ambivalence, and contradiction. The stories of this international group capture individual and collective efforts, motivated by a persistent sense that science and science education matter for questions of justice.