| Abstract: | Traditionally, undergraduate science curricula include little or no “ethics,” either as theory or practice. However, zoologists are currently enjoying considerable media exposure: some of it positive (as in conservation practice), but more often negative (pertaining to issues such as the use of animals for testing of drugs, and genetic engineering). More than ever before, zoologists are being asked to make value judgments, and many of these involve moral assessment; if we accept that zoologists (along with other scientists) are professionals, then we must accept that they are responsible for any decisions they make, and it then follows that they are accountable, which can have serious ramifications in cases of malpractice. Ethics involves the application of morality in a professional setting. In light of this, teaching ethics is mandatory in degree programs such as engineering and medicine. This paper contends that a key output of zoological education is the undergraduate who is cognizant of the ethical framework and constructs within which he/she must function. The paper concludes with comment on the nature and style of delivery of ethics education. |
