In a democratic society which has become increasingly ‘scientified’, biology-related technologies interfere at all levels of the personal and social life of human beings. Some basic scientific knowledge is necessary for the development of sound and defensible attitudes concerning civic decision-making. Attitudes cannot be only valueladen; they must also be knowledge-laden. The interrelations between knowledge and values may therefore be deeply relevant to curricular decisions.
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Amos Dreyfus (1995) studied this question.
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