Personal ethics are strongly influenced by emotions, particularly secondary emotions, because these emotions expand ethical reasoning and development as the child matures. A well-developed consciousness profoundly inf...Personal ethics are strongly influenced by emotions, particularly secondary emotions, because these emotions expand ethical reasoning and development as the child matures. A well-developed consciousness profoundly influences a person＇s actions and conduct when solving problems of what is thought, or taught to be, right or wrong Compelling neurological evidence supports the claim that children begin to develop enduring ethical standards at an early age and that these standards are largely based on the experiences of early childhood. Essentially, the innate sense of ethics requires nurturing during infancy before it can be cognitively understood and practiced in maturity. In biological terms, the development of neural networks that regulate emotional growth, and subsequently, the capacity for ethical discrimination, depends on the infant＇s early social environment. Thus, the toddler＇s early epigenetic experiences enhance, or impede, its innate still dormant genetic potential. Importantly, personal character development and ethical discrimination begins long before the child＇s formal educational years. As a consequence, early learning has to discover ways of conserving adaptive thinking which can be applied to the choices that may confront future generations. Early ethics education, including accurate access to scientific, medical, and technological knowledge, is thus critical. Future generations will increasingly require education from a global perspective when making major ethical decisions in areas, such as nuclear technology, disposal of wastes, preservation of biodiversity, global warming, and unregulated human population growth. As long as our culture continues to reflect advances in science and technology, there is an obligation to make science education overlap with crucial periods in the advancement of ethical consciousness. Significantly, when considering the human capacity for excess at times of conflict, it is incumbent on the scientific community to integrate research-based knowledge with wide-ranging learning and problem-solving skills. Bioscience ethics, the established interface bridging applied science and applied bioethics, can assist in this process of integration. To become fully responsible adults, we must share our extraordinary cognitive talents and respect life on earth in all its rich diversity. In biological terms, human uniqueness resides primarily in our brains with its products being co-operation in family and ancestral units, long education, sophisticated language and culture, and importantly, ethical consciousness-all attributes held in trust by knowledge and wisdom for future generations.展开更多
The waste management challenge in university campuses includes food and food packaging materials. Being foremost affected by the food-related waste stream, 92 employees from food establishments located inside the Univ...The waste management challenge in university campuses includes food and food packaging materials. Being foremost affected by the food-related waste stream, 92 employees from food establishments located inside the University of the Philippines were provided expert-validated survey questionnaire to identify their perception on environment and pollution as well as describe their awareness on environmental education and environmental ethics concepts. Thirty-nine （42.4%） related the concept of environment mainly to trees, plants, animals, and the physical environment such as rivers. Only twenty-six （28.3%） expressed an attitude of concern on the current state of the environment. Six （6.5%） conveyed negative human behavior as the reason why the environment is in a dismal state and the same percentage （6.5%） showed concern for the environment mainly because humans benefit from it. Fifteen （16.3%） opted not to share their opinion. For perception on pollution, thirty-six （39.1%） linked the concept to the presence of land, air, or water pollution and twenty-three （25%） associated the pollution to negative effects on human health and on the environment. Twelve （13%） mentioned concern over the presence of pollution and twenty-one （22.8%） did not share their opinion on pollution. Awareness on environmental ethics concepts was identified using 15-item Likert Scale Questionnaire. Areas in environmental concepts where participants most strongly agreed include ＂value of life,＂ diversity and intrinsic value, cooperation, common good, and social responsibility. Results of this survey will be integrated into the discourse on the proposed policy of the University of the Philippines to segregate waste at-source. The said policy seeks to ensure that： （1） only food waste from concessionaires will be deposited directly to the compost site; （2） recyclables are to be sold; and （3） only residuals such as non-biodegradables and non-recyclables are to be sent to the dumpsite.展开更多
文摘Personal ethics are strongly influenced by emotions, particularly secondary emotions, because these emotions expand ethical reasoning and development as the child matures. A well-developed consciousness profoundly influences a person＇s actions and conduct when solving problems of what is thought, or taught to be, right or wrong Compelling neurological evidence supports the claim that children begin to develop enduring ethical standards at an early age and that these standards are largely based on the experiences of early childhood. Essentially, the innate sense of ethics requires nurturing during infancy before it can be cognitively understood and practiced in maturity. In biological terms, the development of neural networks that regulate emotional growth, and subsequently, the capacity for ethical discrimination, depends on the infant＇s early social environment. Thus, the toddler＇s early epigenetic experiences enhance, or impede, its innate still dormant genetic potential. Importantly, personal character development and ethical discrimination begins long before the child＇s formal educational years. As a consequence, early learning has to discover ways of conserving adaptive thinking which can be applied to the choices that may confront future generations. Early ethics education, including accurate access to scientific, medical, and technological knowledge, is thus critical. Future generations will increasingly require education from a global perspective when making major ethical decisions in areas, such as nuclear technology, disposal of wastes, preservation of biodiversity, global warming, and unregulated human population growth. As long as our culture continues to reflect advances in science and technology, there is an obligation to make science education overlap with crucial periods in the advancement of ethical consciousness. Significantly, when considering the human capacity for excess at times of conflict, it is incumbent on the scientific community to integrate research-based knowledge with wide-ranging learning and problem-solving skills. Bioscience ethics, the established interface bridging applied science and applied bioethics, can assist in this process of integration. To become fully responsible adults, we must share our extraordinary cognitive talents and respect life on earth in all its rich diversity. In biological terms, human uniqueness resides primarily in our brains with its products being co-operation in family and ancestral units, long education, sophisticated language and culture, and importantly, ethical consciousness-all attributes held in trust by knowledge and wisdom for future generations.
文摘The waste management challenge in university campuses includes food and food packaging materials. Being foremost affected by the food-related waste stream, 92 employees from food establishments located inside the University of the Philippines were provided expert-validated survey questionnaire to identify their perception on environment and pollution as well as describe their awareness on environmental education and environmental ethics concepts. Thirty-nine （42.4%） related the concept of environment mainly to trees, plants, animals, and the physical environment such as rivers. Only twenty-six （28.3%） expressed an attitude of concern on the current state of the environment. Six （6.5%） conveyed negative human behavior as the reason why the environment is in a dismal state and the same percentage （6.5%） showed concern for the environment mainly because humans benefit from it. Fifteen （16.3%） opted not to share their opinion. For perception on pollution, thirty-six （39.1%） linked the concept to the presence of land, air, or water pollution and twenty-three （25%） associated the pollution to negative effects on human health and on the environment. Twelve （13%） mentioned concern over the presence of pollution and twenty-one （22.8%） did not share their opinion on pollution. Awareness on environmental ethics concepts was identified using 15-item Likert Scale Questionnaire. Areas in environmental concepts where participants most strongly agreed include ＂value of life,＂ diversity and intrinsic value, cooperation, common good, and social responsibility. Results of this survey will be integrated into the discourse on the proposed policy of the University of the Philippines to segregate waste at-source. The said policy seeks to ensure that： （1） only food waste from concessionaires will be deposited directly to the compost site; （2） recyclables are to be sold; and （3） only residuals such as non-biodegradables and non-recyclables are to be sent to the dumpsite.
