Approaching ethical issues in the developmental biology classroom

• Published in: Developmental biology Vol. 518; pp. 48 - 52
• Main Authors: Ray, Heather, Klymkowsky, Michael
• Format: Journal Article
• Language: English
• Published: United States Elsevier Inc 01.02.2025
• Subjects: Animals; Developmental Biology - education; Developmental Biology - ethics; Developmental biology course; Embryonic Stem Cells; Ethics; Humans; Induced Pluripotent Stem Cells; Teaching resource; Ethics; Teaching resource; Developmental biology course
• ISSN: 0012-1606; 1095-564X; 1095-564X
• DOI: 10.1016/j.ydbio.2024.11.008

Over the past decades, Developmental Biology has been moving steadily from a rather academic subject to an increasingly practical discipline. It has played a role in the development of contraceptive and conceptive (e.g. in vitro fertilization) technologies. The advent of embryonic (ES) and induced pluripotent stem (iPS) cells and advances in organoids, embryoids, and human-non-human chimeras offer promises and ethical challenges. Courses in developmental biology provide both opportunities and challenges for discussing the societal and ethical implications of new technologies. Here we present outcomes of a Society for Developmental Biology workshop on “teaching ethical issues in developmental biology.” We point out important considerations and possible approaches, as well as the need to set boundaries on discussions of the critical issues posed by the new science of embryonic engineering. [Display omitted] •Developmental Biology courses include topics with ethical concerns.•Students and instructors share interest in ethics-related classroom discussions.•Ethics discussions in courses help put content into societal and political context.•Including ethics discussions should be done deliberately with prior planning.•Creating a comfortable and respectful classroom environment is important.