Long-established stereotypes tend to dominate the perceptions physicians have of the philosophers and other humanists who serve as medical ethicists. They also alter the views humanists have of physicians, and those that the public have of both. These stereotypes are a formidable barrier to effective working relationships between the two groups of professionals, as well as to public understanding of medical ethics issues. To achieve a better working relationships and to foster more realistic understanding, it is important that the humanists (...) step out of their academic settings, for a time, and become part of the clinical service. (shrink)

As science educators, we must view the changing nature of society brought on by technology and the global nature of society as an impetus to reexamine the nature of science instruction. We have been bestowed with the responsibility to educate students on a variety of topics that less than two decades ago did not exist. Many of these social issues are controversial in nature and are directly linked to the local, regional, national, and global communities in which we exist. However, (...) including these social issues in the extant curriculum of science has, at best, been limited. This is true even though the National Science Education Standards specifically indicate that science and technology, as well as science in personal and social perspectives, are integral to science education. The following study examines a group of science teachers’ beliefs about the implementation of controversial social/technological issues in the extant science curriculum. Indications are that teachers believe that social issues are important to study, yet lack the support from their communities to teach social issues. (shrink)