Summary
The paper describes an inquiry-based activity introduces students to the biochemistry and capacity of CRISPR-based genetic engineering methods while concomitantly encouraging them to consider the potential ramifications of this technology using a systems-based approach. CRISPR (clustered regularly interspaced short palindromic repeats) methods use one of several possible CRISPR-associated proteins (Cas proteins) that will cut double stranded DNA following recognition by an associated guide RNA that is complementary to the target DNA sequence. Since CRISPR functions well in eukaryotes, it has the potential to treat a large swath of not only inherited genetic diseases but also infectious or acquired diseases, such as cancer and AIDS.
CRISPR technology is being utilized ubiquitously in the research world and is under multiple clinical trials for treatment of genetic diseases in humans in both China and the United States. However, applications of CRISPR have already exceeded the bounds recommended by international committees concerned with the ethical implications of this technology. The ethical issues posed by the advances in CRISPR technology extend well past standard “professional ethics” in science and research, such as revealing conflicts of interest and not participating in scientific misconduct. Instruction in professional ethics is often encompassed by seminar and elective courses at colleges and universities, and summer seminars for research students, both of which often utilize case studies for ethical critique. However, there are three meanings to the term “ethics”, one being professional ethics, a code of conduct agreed upon by a profession, the second being a branch of philosophy that explores the rational theories justifying right action, and the third being synonymous with everyday morality, which is the standard of conduct that most everyone believes others should obey. It is this third meaning of ethics, everyday morality, that is explored in this activity, and it is not typically explored in ethics-focused courses in chemistry education.
The framework of the activity focuses on CRISPR technology and uses guided inquiry methods such that students explore and discuss three different aspects of CRISPR: (1) the technical details and applications of CRISPR, (2) the global and social implications and consequences of this technology, and (3) the ethical considerations that need to be addressed when implementing this technology. All three of these aspects are related to one another, in that technical advances in CRISPR will change their potential future social and ethical implications, and future social and global changes may alter the ethical considerations. All three facets of the system can affect one another in complex ways, and an introduction to CRISPR technology therefore can benefit enormously by a systems-thinking approach.
For this activity, students self-selected into small groups and then investigated a topic concerning CRISPR after a brief mini lecture (10 min) by the instructor introducing CRISPR, its current applications, and activity demands. After conducting their research,students prepare a bullet point written summary of key findings and a 2–3 min oral presentation on their topic to present to the class. Each group was provided with a brief guide to help direct their inquiry work during the discovery stage. Subtopics included both biochemical and application details of CRISPR, as well as social and ethical considerations concerning the genetic engineering of humans. Following the group presentations, the instructor facilitated a class discussion. Last, students chose their individual assessment on the activity between a lab report sheet, an individually prepared slide presentation, or a one-page essay on their group’s topic. The group work and individual work were both assessed and weighted equally for the final grade for this assignment.
The learning goals of this activity were to (1) introduce students to CRISPR and genetic engineering technology and applications, and (2) apply systems thinking to a recent scientific advance in order to consider social and ethical elements. For this purpose, the guidance questions on students’ worksheets encouraged systems thinking during their research. Qualitatively, the oral presentations and written summaries indicated that most students did achieve the broader goals of this activity in thinking about CRISPR in terms of its place in the larger system of science and society, while also reflecting on the ethical implications.
Relevance for Complex Systems Knowledge
The paper deals with systems thinking. The author argues that systems thinking should not only address global challenges and sustainability issues but also encourage students to consider how chemical processes and technologies interact in complex ways with earth and societal systems, both positively and adversely. The systems thinking emphasis on a holistic approach to chemical education, contrasted with the traditional reductionist perspectives in chemistry, asks educators and students to consider chemical processes and technologies as a part within a complex whole, where the whole includes larger social, ethical, and environmental implications and consequences.
