Reviews three pioneer programs that attempt to integrate genetic science and ethics in the classroom. Concludes by suggesting that the basic goal of integrating science and ethics is undermined in each program by a lack of correspondence between the articulated pedagogical goals and the unarticulated theoretical framework. (LZ)

The range, complexity, and rapid increase of controversial knowledge about human genetics require that students be taught the biomedical facts and ethical dilemmas. Human genetics education thus provides an excellent opportunity for increasing scientific literacy generally. (PB)