![]() They raise intense and complex SSIs for which there is no large body of ethical or educational reflection (Illes and Racine 2005). Insights into brain functioning seem to challenge the classical boundaries of psychology, biology, philosophy, and popularized science that students are confronted with. For example, results from recent neuroscience research have attracted considerable attention in the media, with popularized information often claiming that neuroimaging can be used to decipher various human mental processes and possibly modify them. Socioscientific issues (SSIs) raised by the rapid progress and potential applications of life sciences and technology in areas such as genetics, medicine, and neuroscience challenge students and future citizens with new moral dilemmas. Generalizability of the design principles to enhance other CT designs is discussed. The collected data suggest that students developed decentering competency and scientific methods literacy. We discuss an example design to illustrate the generativity of the method. Using a design-based-research paradigm, we propose a new learning design method for independent critical opinion building based on the development of cognitive empathy. Subsequently, in order to develop cognitive empathy, students are asked to describe opposed emotional reactions as dilemmas by considering alternative viewpoints and values. We will focus on the processes of opinion building and argue that learners first need a good understanding of methods and techniques to discuss potential uses and other people’s possible emotional reactions. In order to address the complex socioscientific issues (SSIs) that recent neuroscience raises, cognitive empathy is a significant skill rarely developed in schools. Emotional empathy engages strongly with salient aspects but blinds to others’ reactions while cognitive empathy allows perspective and independent CT. ![]() Recent brain research confirms that opinions cannot be understood as solely objective and logical and are strongly influenced by the form of empathy. ![]() Biology teachers often feel ill-equipped to organize student debates that address sensitive issues, opinions, and emotions in classrooms. Social media and science popularization challenge the boundaries between truth, fiction, and deliberate misinformation, calling for critical thinking (CT). Neuroscience research opens possibilities of tracing and even modifying human brain processes, such as decision-making, revenge, or pain control. Bioscientific advances raise numerous new ethical dilemmas.
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