Abstract
Current developments in the field of Biosciences and Biotechnology claim not only Bioscientist’s expertise but also the development of critical thinking, in order to make ethical justifications and take appropriate action with respect to complicated bioethical dilemmas. Bioethics’ literature raises issues regarding the need of interdisciplinary approaches and the contribution of pure and applied sciences, in order human beings to be approached by the
Bioscientist as fully respectful, rational, social and moral “persons”. This article attempts to take advantage of P. Jarvis’ socio-cultural and C. Rogers’ person-centered theory of adult teaching and learning, as a theoretical frame for the education of the Bioscientist/adult learner. Firstly presents, analyzes and discusses both thinkers’ views with regard to how the Bioscientist must be understood as a “person”. Then indicates the processes under which a solid person-centered “bio-scientific ethos” can be theoretically strengthened and developed through an educational practice which gives absolute and actual respect for the human being, as “producer”, “administrator” and recipient of scientific knowledge, considering at the same time, the current socio-political and cultural requirements and/or commitments, so as to approach them critically, based on a rational and yet humanitarian orientation.
Bioscience and Bioethics highlighted by Adult Education’s socio-cultural approach of P. Jarvis and person-cantered theory of C. Rogers for the education of the Bioscientist as a “person”