| Introduction
Setting
the Stage: Questions to Think About….
Are
people who are developmentally challenged capable of making an
informed decision on whether or not they should participate, as
a human subject, in a scientific experiment?
If
the potential benefits are significant, for science and humanity,
should an individual (who is either normal or developmentally
challenged) be encouraged to participate in a scientific experiment
which puts them at risk?
What
are the responsibilities that a researcher has for an experimental
subject after an experiment is finished, particularly if the experiment
proves to be a failure?
If
a family member (or surrogate) does not have much direct involvement
with a developmentally challenged person, who is being asked to
participate in a scientific experiment, should they have the right
to decide, pro or con, whether the individual participates in
the experiment?
In
Flowers for Algernon the main character, Charlie, falls
in love with his teacher, Miss Kincaid. He does so after his intelligence
begins to increase. Is it appropriate for his teacher to return
his affection, as she does in the novel?
Introduction
Flowers
for Algernon is a classic novel by Daniel Keyes that is based
on an earlier short story of the same title. It is widely taught
at the 9th and 10th grade level in schools across the United States.
The novel tells the story of Charlie Gordon, a 32-year-old man
with an I.Q. of 68 who is put through an experiment by scientists
seeking to boost his intelligence. The story is told from Charlie’s
perspective in a personal journal that he keeps for the scientists.
Charlie’s recovery from the operation is gradual, but eventually
his intelligence increases threefold.
Intelligence
Quotient (IQ) is the ratio of an individual’s mental age
to chronological age. Mental age is determined by tests of higher
mental ability. An IQ between 90 and 100 is considered average
and over 120 superior. People scoring below 70 are thought to
have mental retardation which affects their ability to take care
of themselves (dressing, bathing, toileting); their communication
skills (understanding what is being said and being able to answer);
and their social skills (with peers and adults).
Daniel
Keyes does a masterful job of showing Charlie’s evolution
into an increasingly intelligent and perceptive individual, literally
becoming smarter and more articulate as we read along in the text.
Tragically, the effect of the treatment is only temporary. Over
the long haul, Charlie’s intelligence declines, compared
to what his IQ was before the experiment.
This
curricular module uses Keyes’s novel to focus on ethical
issues involving the rights of human subjects—in particular,
issues involving the use of subjects who are developmentally challenged
or highly vulnerable, such as prisoners, children and people with
mental retardation.
Educational
Objectives
Upon
completing the Flowers for Algernon module students will:
•
be able to better understand the ethical issues involved when
experimenting on humans —particularly those who might not
have the mental capacity or intelligence to fully understand the
significance of what is being done to them, or its potential effects.
•
be able to reflect on the ethical issues of using humans, and
placing them at risk, while pursuing goals of advancing a greater
human cause such as the cure for a disease or the advancement
of medical knowledge.
•
be able to better understand the issue of being kind and fair
to individuals who are developmentally challenged.
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