Sports, Peace and International understanding

References•ICMR. (2015). Bioethics Education for India. Retrieved from http://icmr.nic.in/bioethics/cc_biothics/index.html•Kumar, D. (1995). Science and the Raj, 1857-1905. Delhi: Oxford University Press.•Nesy, D. (2007). Indian ethics and contemporary bioethical issues. In Asia-Pacific Perspective on Ethics of Science and Technology (pp. 14-17). Bangkok: UNESCO.•Nor, S. N. (2007). Philosophical and practical reflections of malaysian science. In UNESCO, Asia-Pacific Perspectives on Ethics of Science and Technology (pp. 27-30). Bangkok: UNESCO.•Prakasha, G. S., & Jayamma, H. R. (2012). Professional ethics of teachers in educational institutions. Artha Journal Social Science, 11(4), 25-32.

Promotion of Ethics in Scientific Research through curricular Intervention at Indian University Education System

Principles of Ethical Research Curriculum

Dr. Parmod C. Sharma, Assistant Professor, KMC, University of Delhi, IndiaDr. Ajit, Assistant Professor, Amity University, Uttar Pradesh, India

OBJECTIVES

1. Develop a selfless attitude towards the both the scientific and common community and develop effective eco-system; 2. Adhere to ethical standards in generating information for scientific research, reporting, and writing; and 3. Encourage the desire to work effectively as a team with other researchers though transparency, regard, respect and professional credit.

Introduction

•Ethics and moral values in research have been an area of concern in modern Indian context and scenario which has given rise to think about various ways and means to overcome it. It has been said that, the issues of cheating, copying, plagiarism is due to the non-ethical practices in Indian research and education system. But the review of ancient Indian philosophy of values system (Nesy, 2007)reveals the ability of the Indian society to resolve such unethical practices by virtue of its system and contributions of various Indian philosophers and saints who inculcated values and morals in individuals and ensured its implementation in the society throughout the life. But with the replacement of traditional education system by western educational concepts and philosophies, it lead to dilution of the concepts of moral values with different code of conducts taught which were not compatible to Indian life style and traditions. This lead to ignorance in the system approach towards imparting of knowledge without studying the original contributors, reproducing concepts without understanding the real sources of origins, acquisition of skill without theoretical basis of its existence , acceptance of new information without verifying the originality of the work, replacing new trends with old forms without rationalization. It has lead to a new issue towards adoption of modern means and technology for facilitation of life instead of developing new ideas for development of mankind, which has to be based on the concepts of uniqueness, originality and novelty. The historical reflections of Indian knowledge society by (Kumar, 1995) reveals about the modern scientific terms ‘Gyan’, ‘Vigyan’, which talk about knowledge and science to be existing in in our ancient civilization and traditional knowledge system. The knowledge types in Indian system existed of ‘Tarka’, ‘Yukti’, ‘Mati’, ‘Anubhuti’ wherein people gave importance to ‘praman’ proof of any existence associated with the living world, which due to dilution of the system created a shift from ‘Praman’ to ‘Anuman’. The Indian philosophy of knowledge was aporetic in nature, without finality, therefore ethical issues of ownership did not existed. Most of the philosophy had contextuality, due to which the concepts could be used in other areas to make it inter-disciplinary and leading to canonical knowledge which give emphasizes on ‘creation’ more than the ‘creator’. The Indian knowledge system initially was oral, consisting of transferring knowledge through verbal discourse. Such concept do no create a paradigm shift, whereas when the later was written by various authors through their own understandings and interpretations led to creating of paradigm shift, with colonization it further aggravated and facilitated to the present situation of absence of ethics, morals and professionalism in making of new in various field of human facilitation and development. As according to Kumar (1995) the British education system being delivered in non-familiar Indian language of English language and along with discouragement by government to translate texts into Indian languages could not help in inducement to making science an integral Indian endeavor.

INITIATIVESToday according to Nor (2007) rapid advances in new technologies, especially in the field of genetics, are raising serious moral and ethical concerns in Indian research and developments. As such, various mechanisms are needed to ensure that the development in the sciences and technological areas but maintenance of safety and regulatory procedures consistent with acceptable norms and ethics should be given considerable importance and must include steps such as:•(1) the assurance of an effective Science and Technology advisory and coordination system;•(2) the development of more efficient information gathering, monitoring and evaluation mechanisms to track the nation’s performance in these fields;•(3) the promotion of sound research management practices in all privately run industries and universities;•(4) proper management of problems dealing with intellectual property rights and commercialization of research outputs; and•(5) developing codes of practice for scientists, technologists, and engineers to ensure that the development of Science and Technology is consistent with societal values and ethics.•The development and promotion of research and innovation at universities, research development centers, private and government agencies and laboratories involving the ethical practices can be attained through various means and methods but education can be most effective system towards inculcation of ethical concerns through understanding of Indian knowledge society, Indian knowledge philosophy along with modern acts and regulations to be adhered in research and development by scientist and researchers. Introducing ethics as a curriculum at college and university education can be the need of the scientific society further influencing up to the community and later towards the larger interest of the nation to withstand itself as a self- reliant nation. 

Recommendations: •Ethics as a curriculum need to be integrated with university education program to develop sensitivity towards quality research.•Ethical Research curriculum incorporated with Indian philosophies, Knowledge society and ethical guidelines can be used as a foundation for students pursuing research and science in professional career.•Ethics based initiatives including of Bio-Ethics, Geo-Ethics, Techno-Ethics for protecting Human Rights, Environment, Animal exploitations.•University ethical programs as curriculum can be an orientation towards directing scientific enquired based on international ethical treaties and declarations. •Introduction of the ‘Ethics in Research’ as a module instead of a stand-alone subject can help in developing inter-disciplinary approach leading to effective understanding and promoting of the current concerns.

AbstractEthical standards in scientific research which has become increasingly vital for presenting workable solution in Science and Technology activities to enhance transparency and public accountability. Thus, the liability of future scientists of the country is not only towards exhibits and demonstrations of some of the latest advancements in the sciences and various state of the art technologies but also towards making the research process safe for our environment, with respect to human values, guarding discriminations towards others, ensuring safety and health standards. To successfully implement ethical standards in scientific research, introduction of ethics to the university students at post graduation through implementation of integrated course structure with components of ethics is considered to be essential. The poster discusses on the model framework towards the contents of the course structure for curricular intervention for sensitizing youth towards ethics and it contemporary approaches.

Key words: Ethics, Curriculum, Research