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2025, Number 1

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Revista Colombiana de Bioética 2025; 20 (1)

Contributions from the philosophy of science and studies on science, technology, and society to the teaching of bioethics in medical education

Villanueva M, Cobo MS

Language: Spanish
References: 75
Page: 1-25
PDF size: 517.80 Kb.


ABSTRACT

Purpose/Background. This article proposes enriching bioethics education in medical training by incorporating three theses from the philosophy of science and Science, Technology, and Society (STS) studies, in order to challenge the positivism that persists in biomedicine and limits its impact on ethical practice.
Methodology/Approach. A theoretical-reflective analysis is conducted, linking epistemological foundations with medical education, and reviewing key contributions from authors in philosophy of science, STS, and bioethics. The theses examined are: (1) knowledge as a representation of reality; (2) the lack of guaranteed objectivity in the scientific method; and (3) science as intersubjective interpretation situated in historical-social contexts.
Results/Findings. It is shown that biomedical education, grounded in positivist assumptions, restricts openness to multiculturalism and reinforces an authoritarian medical habitus. Incorporating the three theses would dismantle unquestioned epistemic authority, promote recognition of non-scientific knowledge, and raise awareness of the influence of paradigms and systems of power (sexism, racism, colonialism, capitalism) in the construction of medical knowledge.
Discussion/Conclusions/Contributions. Integrating these philosophical foundations into bioethics teaching would foster more reflective, critical, and ethical medical practice, based on respect for autonomy and commitment to historically marginalized groups. The proposal seeks to transform medical professional identity towards a moral disposition more aligned with bioethical principles and values.


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