This paper suggests that medical education be revised to assist in diffusing potential ethical dilemmas that arise during health care provision. A revised medical education would emphasize the role of the humanities in the training of physicians, especially in light of recent critiques of the canonical scientific model in general, and more specifically in the use of that model for medical training and practice.

Auschwitz and Hiroshima stand out as two realities whose uniqueness must be reconciled with their inevitability as outcomes of highly rationalized processes of technoscientific progress. Contrary to Michael Walzer’s notion of “double effect”, whereby unintended consequences and the particular uses to which warfare may lead remain outside the moral purview of scientists, this paper endorses the commitment of the Society for Social Responsibility in Science to argue that members of the technoscientific community are always responsible for their work and the (...) eventual uses made of it. In what follows four related views are outlined pertaining to modern situations within which the technoscientific community operates, so as to highlight the urgency of infusing a sense of responsibility for the products of their activities into this community. A provisional “code” is suggested that may serve as a guide for increased personal responsibility of individual technoscientists (academic scientists and industrial engineers). (shrink)