What should individuals and society do when genetic screening becomes widely available and with its impact on current and future generations still uncertain? How can our education systems around the world respond to these developments? Reproductive and genetic technologies (RGTs) are increasingly controversial and political. We are entering an era where we can design future humans, firstly, by genetic screening of "undesirable" traits or indeed embryos, but perhaps later by more radical genetic engineering. This has a profound effect on what we see as normal, acceptable and responsible. This book argues that these urgent and biopolitical issues should be central to how biology is taught as a subject. Debate about life itself has always been at the forefront of connected molecular, genetic and social/personal identity levels, and each of these levels requires processes of communication and debate, what Anthony Giddens called in passing life politics. In this book Pádraig Murphy opens the term up, with examples from field research in schools, student responses to educational films exploring the future of RGTs, and science studies of strategic biotechnology and the lab practices of genetic screening. Life political debate is thoroughly examined and is identified as a way of connecting mainstream education of biology with future generations. Biotechnology, Education and Life Politics will appeal to post-graduates and academics involved with science education, science communication, communication studies and the sociology of education.

Biocracy, a term invented by physiologist Walter Bradford Cannon, refers to the influence of biological science on society and its public policies. Beginning with the prophetic essay “Biopolitics: Science, Ethics, and Public Policy,†this book addresses various aspects of the relationships among the life sciences, society, and government. Included in the topics considered are some of the more critical issues of our time: the social responses to life science innovations; health and homeostasis as social concepts; the relationship between history and biology and that between the life sciences and the law; biocratic interpretations of ethical behavior and biopolitical conflicts; and the options, risks, and international consequences of biotechnology. Caldwell’s book is a collection of articles that he wrote on this subject over a period of twenty-five years. Of the ten chapters, four have previously appeared in scholarly journals but have undergone extensive editorial revisions appropriate to this publication. The remaining six chapters have been presented at various professional meetings but have not hitherto been available in print.

This book provides an up-to-date analysis of the governance of biotechnology in post-Soviet Russia. The rapid advancement of the life sciences over the past few decades promises to bring tremendous benefits, but also raises significant social, ethical, legal, and security risks. Nations’ adaptability to the twin challenges of attempting to secure the benefits while reducing the risks and threats is a large and still burgeoning governance challenge. Here, Novossiolova cuts across several sets of literature, bringing together elements of the anthropological study of culture; history of science and technology; management and international governance; and Soviet history and politics. Due to its multidisciplinary approach, in-depth analysis, accessible style, and extensive reference list, this text offers invaluable insights into the normative dimensions of the governance of biotechnology, unpacking both the formal and intangible attributes and artefacts of biotechnology policy and practice in Russia.

But today normality itself is open to medical modification.

Environmental issues continue to divide opinion, sometimes in extreme ways. Almost everyone agrees that education has a role to play in ensuring the future of humanity on Earth. Some think we should all learn to leave a minimal environmental footprint; others argue that education should promote economic growth, because only growth can generate the capital needed to develop solutions to environmental problems. Advocates on each side often find the views of their opponents simply incredible, giving rise to accusations of bad faith or poor science. This book explores the foundations of the debate by examining human interrelations with Nature. It takes an educational perspective, but also draws on evidence from anthropology, economics, ecology, policy sciences and natural history. The case presented is that any coherent view of the purposes and potential of education requires a theory of human society in the natural world. For such a theory, education (and, more broadly, learning) must be more than an instrument for the achievement of personal or policy goals. Rather, it is an integral, continuing and necessary component of personal and policy development. On this basis, a novel approach to curriculum design and implementation is outlined.

Biocapitalism, an economic model built on making new commodities from existing forms of life, has fundamentally changed how we understand the boundaries between nature/culture and human/nonhuman. This is the first book to examine its implications for education and how human capital understandings of education are co-evolving with biocapitalism.

This book brings together a philosophical analysis of life, politics, and technology with a biopolitical critique of the way genetic enhancement technologies have been dealt with in liberal moral and political philosophy. Inspired by the work of Heidegger, Arendt, and Stiegler, the author outlines a responsible biopolitics of genetic technologies.