This book presents and elaborates on how the teaching of global ethics in healthcare contributes to furthering ideals of cosmopolitanism: solidarity, equality, respect for differences and concern with what human beings, and specifically patients have in common, regardless of where they live and who they are. Global problems such as pandemic diseases, disasters, lack of care and medication, homelessness and displacement call for global responses. The new area of global bioethics is providing answers by arguing that ethical discourse should first of all criticize the structures of violence and injustice that underlie many threats to global health. Education of health professionals should articulate that they are ‘citizens of the world’, like their patients. This book first demonstrates that a moral vision of global education is necessary to gain a global dimension. It is argued that a global framework of ethical principles is available; the challenge is to elaborate and specify that framework into specific educational approaches and models. The book subsequently analyzes goals and challenges of global education in biomedicine and healthcare. It is shown how such challenges (e.g. inequities and cultural differences) can be overcome. Finally, the book presents concrete examples (cases, methods, and practices) of global education in bioethics. The unique feature of the book is that it addresses global education challenges specifically in the area of healthcare, medicine, and medical science. It combines two areas of research and experience that are usually not connected: global bioethics and global education. This book is written for all those involved in global ethics teaching in medicine, nursing, ethics, philosophy, law, and theology courses.

This book critically analyses experiences with bioethics education in various countries across the world and identifies common challenges and interests. It presents ethics teaching experiences in nine different countries and the basic question of the goals of bioethics education. It addresses bioethics education in resource-poor countries, as the conditions and facilities are widely different and set limits and provide challenges to bioethics educators. Further, the question of how bioethics education can be improved is explored by the contributors. Despite the volume of journal publications agreement on bioethics education is rather limited. There are only few examples of core curricula, demonstrating consensus on the contents, goals, methods and assessment of teaching programs. We need ask: How can agreement on the best modalities of bioethics education be promoted?.

The panorama of bioethical problems is different today. Patients travel to Thailand for fast surgery; commercial surrogate mothers in India deliver babies to parents in rich countries; organs, body parts and tissues are trafficked from East to Western Europe; physicians and nurses migrating from Africa to the U.S; thousands of children or patients with malaria, tuberculosis and AIDS are dying each day because they cannot afford effective drugs that are too expensive. Mainstream bioethics as it has developed during the last 50 years in Western countries is evolving into a broader approach that is relevant for people across the world and is focused on new global problems. This book provides an introduction into the new field of global bioethics. Addressing these problems requires a broader vision of bioethics that not only goes beyond the current emphasis on individual autonomy, but that criticizes the social, economic and political context that is producing the problems at global level. This book argues that global bioethics is a necessity because the social, economic and environmental effects of globalization require critical responses. Global bioethics is not a finished product that can simply be applied to solve global problems, but it is the ongoing result of interaction and exchange between local practices and global discourse. It combines recognition of differences and respect for cultural diversity with convergence towards common perspectives and shared values. The book examines the nature of global problems as well as the type of responses that are needed, in order to exemplify the substance of global bioethics. It discusses the ethical frameworks that are available for global discourse and shows how these are transformed into global governance mechanisms and practices.

This Dictionary presents a broad range of topics relevant in present-day global bioethics. With more than 500 entries, this dictionary covers organizations working in the field of global bioethics, international documents concerning bioethics, personalities that have played a role in the development of global bioethics, as well as specific topics in the field.The book is not only useful for students and professionals in global health activities, but can also serve as a basic tool that explains relevant ethical notions and terms. The dictionary furthers the ideals of cosmopolitanism: solidarity, equality, respect for difference and concern with what human beings- and specifically patients - have in common, regardless of their backgrounds, hometowns, religions, gender, etc. Global problems such as pandemic diseases, disasters, lack of care and medication, homelessness and displacement call for global responses.This book demonstrates that a moral vision of global health is necessary and it helps to quickly understand the basic ideas of global bioethics.

The History and Bioethics of Medical Education: "You’ve Got to Be Carefully Taught" continues the Routledge Advances in the History of Bioethics series by exploring approaches to the teaching of bioethics from disparate disciplines, geographies, and contexts. Van Rensselaer Potter coined the phrase "Global Bioethics" to define human relationships with their contexts. This and subsequent volumes return to Potter’s founding vision from historical perspectives and asks, how did we get here from then? The patient-practitioner relationship has come to the fore in bioethics; this volume asks: is there an ideal bioethical curriculum? Are the students being carefully taught and, in turn, are they carefully learning? This volume will appeal to those working in both clinical medicine and the medical humanities, as vibrant connections are drawn between various ways of knowing.

Global ethics addresses some of the most pressing ethical concerns today, including rogue states, torture, scarce resources, poverty, migration, consumption, global trade, medical tourism, and humanitarian intervention. It is both topical and important. How we resolve (or fail to resolve) the dilemmas of global ethics shapes how we understand ourselves, our relationships with each other and the social and political frameworks of governance now and into the future. This is seen most clearly in the case of climate change, where our actions now determine the environment our grandchildren will inherit, but it is also the case in other areas as our decisions about what it is permissible for humans beings to do to each other determines the type of beings we are. This book, suitable for course use, introduces students to the theory and practice of global ethics, ranging over issues in global governance and citizenship, poverty and development, war and terrorism, bioethics, environmental and climate ethics and gender justice.

The UNESCO International Bioethics Committee is an international body that sets standards in the field of bioethics. This collection represents the contributions of the IBC to global bioethics. The IBC is a body of 36 independent experts that follows progress in the life sciences and its applications in order to ensure respect for human dignity and freedom. Currently, some of the topics of the IBC contributions have been discussed in the bioethics literature, mostly journal articles. However, this is a unique contribution by the scholars who developed these universal declarations and reports. The contributors have not only provided a scholarly up to date discussion of their research topics, but as members of the IBC they have also discussed specific practical challenges in the development of such international documents. This book will be suited to academics within bioethics, health care policy and international law.