Reflections on learner autonomy in bioethics education

1. Reflections on learner autonomy in bioethics education Mary Ann Chen Ng Philippines

2. Outline • Some principles of bioethics that affect learning from the viewpoint of the learner • Learner autonomy and authority • Authentic and holistic bioethical learning

3. Value Systems • Science : values are presupposed essence is research • Ideology: values are openly declared essence is belief

4. Real World Comments • “How can ethical theory be possible? People have different ways of arriving at ethical behavior, there can be no theory. Unlike in sciences, where theory reflects fundamental truth in life.”–Scientist • “ How can you call that an academic paper when it has no empirical, first-hand data? That would only be considered as an essay in my field.”–Anthropologist • “ Your work is sloppy. It only has empirical data that mean nothing compared to philosophical reflection.”–Philosopher • “ Leave bioethics to the hands of the priests.”–Dean of a Jesuit university • “ That sounds like a religious cult.” - Businessman

5. Scientific Revolutions • Successful paradigm • Questioning of prevailing theory • Fall of the existing paradigm • A novel theory is put together

6. Pedagogical Strategy • Understanding of various theories • Unique and carefully thought out • Integrated understanding of bioethical principles • Cautious, enlightened, flexible and eclectic • Learner autonomy

7. Learning • Acquiring or getting of knowledge of a subject or a skill by study, experience or instruction • “Relatively permanent change in a behavioral tendency and is the result of reinforced practice.”–Kimble and Garmezy, 1963

8. Learner Success • Competence: underlying knowledge of a system, event or fact, non-observable, idealized ability to perform something. • Performance: overtly observable, concrete manifestation or realization of competence

9. Levels of learner autonomy • Individualized instruction • Self-direction • Self-access materials and learning • Autonomy

10. Carl Rogers, 1951 • Development of a fully functioning person • From “teaching” to “learning” • Goal of education is to facilitate change • Teachers as facilitators • Real and genuine teachers • Genuine trust, respect, acceptance of learners • Communication and empathy

11. Teaching bioethics • Guiding and facilitating learning • Understanding of the learner • Point of view and philosophy • Pedagogical theory

12. Conclusion • The concept of the development of an ethical and autonomous learner in a bioethics class is inherently integrated with the personhood of the people involved in the learning process. • The nature of bioethics enhances the learner to become a more ethical person in real life. • One of the most important goals of bioethics education is to contribute to the learners holistic and authentic development as a person.