BEAM

Bio-social Ethics and Motives

A Blended Bioethics and Humanities Course


Fig. 1: "Arm Wrestling Robot." H+ Media, 2015, https://hplusmagazine.com/2015/12/03/will-technological-unemployment-lead-to-human-v.

disenhancement/arm-wrestling-robot/. Accessed 11 Jan 2021.


Team-taught by science teacher Dora Nelson and English teacher Susan White, BEAM is an interdisciplinary semester course that explores the relationship between scientific engagement and social responsibility—investigating what is ethical and just (based upon the four principles of bioethics) in terms of life rights, environmental issues, biological concepts, social constructs, and medical rights. Students research topics independently and in groups. Using the scientific method, they develop and share informed opinions based on case studies, data analysis, laboratory investigation, research, literature, and discussion. BEAM is a dynamic class that incorporates guest speakers, professional interviews, and student community presentations. BEAM was inspired by the principles of SENCER (Science Education for New Civic Engagement and Responsibility), whose national project focuses on “empowering faculty and improving STEM teaching and learning by making connections to civic issues."



BEAM Essential Questions

Fig. 2. Word Collage: Orford, Sally. "Relating Your Values, Morals and Ethics To Nursing Practice,” Independent Nurse, 2020.

  • What is Bioethics/Social Justice?

  • What makes ethics unique as a discipline?

  • What are the most important ideas and concepts to understand in studying ethics and social justice?

  • How does ethics differ from morals and values?

  • Why incorporate ethics/bioethics/social justice into science?

  • Why is it important to promote civically engaged science as part of one’s education?

  • What are some fundamental issues of ethics, biotechnology, and social justice?

What Are The 4 Ethical Principles?

Fig. 3. Four Principles: Schafer, Gary. "Solving The Ethics Puzzle: An Overview Of The Code of Ethics.” Slideplayer.Com, 2020.


•Autonomy – respect for persons/self-determination; right of self-determination


•Beneficence – to do well, to promote well-being (do good)


•Non-maleficence – to do no harm, to avoid doing harm (do no harm)


•Justice – equal treatment, equity before the law, distribute benefits/burdens fairly


Fig. 4. Ethical Decision-making Framework: Beauchamp and Childress. Principles of Biomedical Ethics, 5th Edition. Oxford University Press, 2001.

Ethical decisions are based on more than just one's opinion. Students are guided to follow a specific, decision-making framework when faced with an ethical dilemma. They review and analyze real case studies, and they read articles to understand the complexity of the issues. The literary component of this class comprises fictional stories and poems that personalize motives and consequences—inspiring discussions, reflections, and creative writing. Ultimately, students must research the facts and considerations for stakeholders of an ethical issue before supporting one decision—through the lens of a guiding principle.