Transcript Socioeconomics and Agricultural Biotechnology: The Challenges Lori Garkovich and Valerie Askren University of Kentucky.

Socioeconomics and
Agricultural Biotechnology:
The Challenges
Lori Garkovich and Valerie Askren
University of Kentucky
What is Biotechnology?
Common Definitions
• Any technique that uses living organisms, or
substances from those organisms, to make a
product, improve plants or animals, or develop
microorganisms for specific uses
• Any technique that deliberately manipulates
the molecules that carry genetic information
What’s the difference?
Why is Biotechnology so Exciting?
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Strikes at the heart of many issues!
Incremental versus Disruptive Technologies
Is it simply an emotional reaction?
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Does biotechnology blur the line between nature and manmade?
Does it offer enormous power to alter the fundamental
character of life?
First and second generation benefits
Importance of multidisciplinary perspectives and
bioethics to the physical sciences
Classroom Activity:
Think, Write, Pair, Share
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If you could clone something or someone,
what would it be? What would be the
consequences of doing so?
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Divide into pairs. Agree to share one genetic
trait with another student. What trait would
you want and why? How would you expect
your life to change?
Framing the Discussion
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The way we frame an issue influences how we
understand its implications and also how we
think about alternatives
Who shapes the framing determines the
message’s content
Framing the Biotechnology Issue:
Creating Polarity
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Biotech firms and
scientists have framed
the issue as one of
science and technology
applied to enhancing the
quality of life
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Biotech opponents have
framed the issue as a
profit-driven effort
regardless of the risk to
human health, social
equity or environmental
quality
Framing the Issue:
Classroom Activities
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Have students research a biotechnology issue.
Using the internet, collect articles that frame the
same “advancement” in different lights. Assess
scientific accuracy of claims.
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Possible Issues:
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Golden Rice
Bt crops and the Monarch butterfly
Terminator gene technology
The
Bioethical
Challenge
Is Biotechnology Morally Acceptable?
Two Kinds of Ethical Arguments Used to
Evaluate Concerns Over Biotechnology
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Intrinsic objections say the process of
biotechnology is objectionable in itself
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Extrinsic objections say the possible
consequences of some biotech applications are
objectionable, but others may be acceptable
The Bioethical Challenge:
Classroom Activities
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Identify the possible intrinsic and the extrinsic
objections related to:
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previous classroom experiments
recent scientific breakthroughs, as reported in the
popular press and science magazines (e.g., home
drug-use testing kits for parents to use to monitor
their children)
historical scientific advancements (e.g., the
development of dynamite, or cell phone
technology and adoption)
The Business
of Science
Challenge
Does the business of biotechnology corrupt the purpose and
integrity of the process of the science?
Or can business and scientific partnerships be beneficial
for society?
The Business of Science
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Critics:
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Focusing on profits contradicts the purpose of science - to
enhance or improve the quality of life
Biotechnology commodifies life and leads to reductionist
science
Advocates:
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The spiraling costs of R & D required to bring a product to
market justifies the closer ties of science and business
This relationship has been beneficial to society and has
contributed to the public good
The Business of Science Challenge:
Classroom Activities
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Questions for discussion:
 Should private companies be permitted to use teminator
gene technology?
 Should farmers in developing countries pay lower price
premiums for genetically-modified seed?
 Should farmers be held liable for genetic pollution? What
is genetic pollution?
 Has any scientific development not been corrupted by the
profit motive?
The Policy
Challenge
What public policies related to biotechnology
should be adopted and who should decide?
The Policy Issues
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What, if any, should be the role of scientists
and the public in determining policies related
to biotechnology?
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Are the questions about the risks associated
with biotechnology too technical and complex
for citizens to evaluate?
The Policy Issues - Classroom Activities
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A public hearing before Congress on a proposal to
limit public funding of research on agricultural
biotechnology and to prohibit field testing of
biotechnology products
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Students assume the following roles:
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Congressional representatives
Opponents (who would oppose such a proposal and why?)
Proponents (who would support such a proposal and why?)
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The press
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The Policy Issues - Classroom Activities
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Students research the arguments that would be
presented by those in their role and prepare a
summary of these positions
Students develop two questions that might be
asked by someone in their role as to why this
proposal should or should not be enacted
Conduct the public hearing
Students evaluate the arguments presented and
make a recommendation to Congress in a
summary white paper
The
Globalization
Challenge
Is biotechnology part of the solution?
Or symptomatic of the problem?
How widespread are GM plantings
in the US?
80
Percent of Acres Harvested
60
40
20
0
1996
1997
1998
Corn
1999
2000
Soy beans
Cotton
2001
2002
How widespread are GM plantings
in the world?
percent of planted acreage
Soy beans
36%
Cotton
16%
Canola
Corn
0%
11%
7%
10%
20%
30%
40%
50%
Globalization and Biotechnology:
The Hopes
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Improved resistance to drought and salt stress,
toxic heavy metals, pests and diseases
Higher yields &/or reduced input use
Enhanced environmental protection
Increase food production
Reduce post-harvest losses
Micronutrients / Edible Vaccines
Increased farm profitability
Greater access to export markets
Globalization and Biotechnology:
The Concerns
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Lack of appropriate GM crops / cash crops only
Loss of export markets
Endangers indigenous crops / loss of biodiversity
Creation of superweeds
Higher seed costs / licensing agreements
Fear of “terminator” gene technology
Low input use already in place
Gains to wealthy landowners and multinationals
Genomic databases and research are needed
Consumer concerns
Globalization and Biotechnology:
Classroom Activities
Case Studies:
SuperSpud: World Hunger Case Study
Native American Culture and Whaling
Bangladesh Farm Decision Project
Food Aid to Africa
Case Study: Food Aid to Africa
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You are an advisor to a leader of a developing nation
experiencing famine. The U.S. has donated surplus corn
to your country, but it is genetically modified corn.
“Green” groups are warning you that the corn is
dangerous to human health.
Others fear that farmers might plant some of these seeds,
cross-pollinating with native corn, endangering important
export markets and revenue
But, if you don’t accept the surplus corn, many people in
your country will die right now from the famine.
What do you recommend and why?
The Challenge of
Consumer Choice
Does society have an ethical obligation to
maximize consumer knowledge and choice?
Consumer Choice –
The Issue of Labeling
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Advocates of consumer labeling criticize efforts
NOT to label food containing genetically modified
organisms. They argue: “If biotech foods are safe
and risk free, then why are you afraid to let us
know what we are buying?”
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Consumers with food allergies, vegetarians, and
those with religious dietary restrictions have a right
to know
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Consumers should be able to choose the type and
quality of food they consume, and the production
system they want to support with their food dollar
Consumer Choice –
Opposition to Labeling
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Labeling is unnecessary because biotech foods contain genetic
material from other natural products - nothing is added that
does not already exist in nature
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Federal organic labeling standards exist. If you are opposed to
consuming genetically modified food ingredients, simply buy
organic!
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Labeling does not change consumer behavior
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Why must everyone pay for the cost of labeling that is
demanded by a few?
The Challenge of Consumer Choice:
Classroom Activities
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Conduct a taste test comparing genetically
modified soybeans and conventionally bred
soybeans. Tabulate and graph the results.
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Classroom debate: Resolved that Congress
should adopt legislation mandating the
labeling of all consumer products that
contain any trace amount of genetically
modified components.
The Challenge of Consumer Choice:
Classroom Activities
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A student survey gauging consumer attitudes towards genetically
modified foods. See www.pollingreport.com ,
www.nal.usda.gov/fnic, or www.nationalcenter.org for examples
of surveys
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Students develop and administer their own survey (5-7 questions) to 5
persons each.
Students compile the answers and calculate percent distributions,
mean, median, and mode
Students compare their answers to those in national or international
surveys and discuss the ways in which who was asked questions and
how a question was asked may influence the answers
Some students illustrate the responses using two different types of
graphics
Other students prepare a written report on the results
Key Challenges of Agricultural Biotechnology
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Can we capture the potential benefits of
agricultural biotechnology in a fair and equitable
way for today’s and future generations?
Can we balance the interests of human society
and the environment using biotechnology?
Can biotechnology contribute to sustainable
agricultural systems?
How should we frame the biotechnology issue?