Leading bioethicist to teach at St. Bernards

When Dr. Michael Brannigan, the George and Jane Pfaff Endowed Chair in Ethics and Moral Values at The College of Saint Rose in Albany, was asked to teach a course in moral ethics at the St. Bernard's School of Theology and Ministry in Albany, he welcomed the opportunity to provide students with critical thinking skills in a world of moral and cultural conflict.

"There is a critical need for education in ethics," he said. "So many forces impinge upon younger people to not think for themselves or examine issues more thoroughly."

His course "Contemporary Moral Issues" will be offered at SBSTM next spring. Geared for graduate students in theology, it was designed, in part, to develop critical thinking as students look at moral conflicts and theories "through a more global lens."

Prior to his position at The College of Saint Rose, Dr. Brannigan was vice president for clinical and organizational ethics at the non-profit Center for Practical Bioethics in Kansas City, Missouri.

A practicing Catholic, Dr. Brannigan explained: "I take an ecumenical perspective - 'catholic' in the literal sense of the word, 'universal. ' It's important to include all faith traditions in a dialogue on ethics. We look as the complexity of Catholic teaching and also various theologians' points of view and compare that with other traditions, as well."

He says the comparative aspect of this course sets it apart. "This is what is different: There are very comparative points of view, not just Catholic and not just western, but teachings significant in the world such as Hindu and Buddhist, as well."

The moral theories of western utilitarianism, deontology, natural law, and ethical relativism are tested through stories such as "Billy Budd," and through analysis of contemporary issues. Asexual reproduction, religion and terrorism, abortion clinic bombings, and media realities versus fantasies are explored.

"Moral theories conflict with each other," he explained, when applied in different cases. "How do we understand to apply different theories in different situations?"

Young people are increasingly embracing a situational ethic in which they may say, "I don't think it's right but it's their culture and I can't interfere."

There are weaknesses in that way of thinking, Dr. Brannigan explained. Some things are right, some things are wrong no matter what culture or situation. Many philosophers see more weaknesses than benefits in ethical relativism in which ethics and morals are relative to each culture."

He invites students to ask, "Can we come up with universal moral standards?"

"Personally I believe there are universal moral standards but that is my perspective," he commented. "Part of my background as philosopher and educator is to teach it in the ethical way and to allow students to think for themselves."

This will be accomplished through lecture, case study and analyses, and discussion and dialogue.

Knowledge of an increasing global community is one learning outcome of the course. Students will also acquire skills in critical thinking that can shed light on contemporary and global themes such as conflicts between duty and conscience, morality and law, what is means to live virtuously, and questions of social justice.

But he said the most critical outcome is attitude. "This is very important. It is much more impressive." It will enable students to respectfully dialogue in moral and religious conflicts, and to use theological and philosophical analysis personally and professionally.

Dr. Brannigan said: "It is always a challenge in ethics to avoid imposing our moral point of view. That would be contrary to the spirit behind the teaching in ethics." Rather, he said, he allows students "to ask the right questions and tease out their own point of view."

(12-03-09)