Discusses implications of distributive justice in the scientists' assumption of responsibility for the quality of life of future generations. Stresses that although scientists are obligated to the future, their efforts to improve the future quality of life must not become an excuse for neglecting their responsibility to people in the present. (CS)

Discusses the role of the scientist in changing ethical concepts from simple interpersonal and theological imperatives towards "survival imperatives that must form the core of environmental bioethics." (CS)

Cites examples of instances where foresight and/or restraint were not used in development and implementation of technological advances. Discusses the role of man as trustee for human beings and organisms now living, for the quality of life for future living organisms, and for the inanimate environment. (CS)

Provided is a review of how values education has been defined, the three general categories of methods used to teach values education (values clarification, values analysis method, and Kohlberg "moral development" theory), and applications to the biology classroom in textbook selection and topic inclusion. (CS)

The role of the biology teacher in American schools and colleges is discussed with regard to the social, political, and economic implications of new discoveries in science. Controversial ethical issues related to teaching human genetics are presented. (SA)