80-136 Quiz #2: 7/20/01


1. Make a chart illustrating the key differences between the Public Health Model and the Personal Service Model. Identify the potential for harm associated with each. (1 point)

Public Health Personal Service
  • benefits/harms to group as a whole
  • consequentialist; communitarian
  • "vertical epidemic"
  • harm: threat to individual liberty
  • individual choice; services are for private consumption
  • "non-directiveness" genetic counseling
  • not society's business
  • harms: can lead to injustice, inequality; threat to a child's autonomy

2. a) What is genetic (or biological) determinism and how does it relate to Eugenics, Social Darwinism, and (some forms of) Sociobiology? b) Describe two problems with genetic determinism. (1 point)

a) genetic determinism = the belief that our fate lies in our genes. eugenics, social darwinism and (some forms of) sociobiology all share that belief, to varying degrees.

b) it's (probably) wrong; it leads to the belief that we're not morally responsible

3. a) What is Kitcher's tentative conclusion regarding Darwinism and ethics in "Giving Darwin his Due"? b) How does it compare to the claim made by Buchanan et. al. (FCC intro) concerning genetics and ethical theory? (1 point)

a) evolutionary theory can, and should lead us to cautiously rethink our moral vocabulary

b) Buchanan et. al. claim that existing moral theory will need to be revised in light of the genetic revolution

4. Consider the following three sentences:

(A) I favor a genetic intervention to insure that my child has the "best" genes.

(B) We each (individually) favor genetic interventions to insure that our children have the "best" genes.

(C) I/we favor genetic interventions (for everyone in our group) to insure that all our children have the "best" genes.

(i) What might Glover, who wrote "Eugenics and Human Rights," say about the moral acceptability of each and why? (1 point)

(ii) Is it a clear line that distinguishes them? Justify your answer. (1 point)

Hints.
• For simplicity, consider what counts for "best" genes is the same in each statement.
• It may be useful to distinguish between direct and indirect genetic interventions.
• For part (ii), ask yourself this: Is (A) morally acceptable? Does the moral acceptability of (A) entail that (B) is also morally acceptable? If so, does (B) entail that (C) is morally acceptable?

(i) Glover:

(A) ok, given a women's right to choose. but there is conflict between parental autonomy and respect (threat to equality of respect)

(B) okay, but then we need really need a campaign to safeguard against stigmatization

(C) not ok, since that presupposes (1) a blueprint; (2) racism; and (3) violates individual liberty (see GRHR 109)

(ii) your view (for example):

- the line between (B) and (C) is thin because it can lead to inequalities..."the boundary between misfortune and justice" is unclear...to dismiss (C) outright to fail to consider that social justice may require indirect genetic interventions on utilitarian grounds (e.g., China).

or

-the line between (B) and (C) is clear because an individual's right to reproductive freedom is sacrosanct



5. Extra Credit. What does it mean, "the unclear boundary between misfortune and justice"? (1 point)

Where do we draw the line on genetic injustice: at diseases, only, or on other genetic factors such as intelligence, etc.?