Akhlāq-i zīstī i.e., Bioethics Journal

Background and Aim: Humans have always sought to improve their quality of life, health, and abilities. Recent advances in genetic engineering have enabled genetic interventions to unprecedentedly improve human capabilities and characteristics and overcome human limitations. Significant developments in biomedical sciences and technologies have made human genetic improvement one of the main issues of applied ethics. The use of genetic technology to improve human characteristics and capacities has encountered opposition. The argument based on human nature is the best-known and strongest argument against genetic improvement. Francis Fukuyama is among the people who presented this argument. In this article, Fukuyama's argument is examined and criticized from an ethical perspective.

Methods: The research method is descriptive-analytical, and data collection was carried out in a library manner.

Ethical Considerations: Honesty and trustworthiness have been observed in writing this article.

Findings: Francis Fukuyama is a strong opponent of genetic engineering and the improvement of human genetic capabilities. In his view, advances in biotechnology change nature and human nature. Human nature includes the most fundamental and pervasive characteristics of the human species, which are genetically derived rather than being influenced by environmental factors, and are the fundamental origin of moral sense, social skills, and philosophical thinking. Fukuyama ultimately distinguishes between treatment and improvement of human capacities and allows the use of biotechnology only for the treatment of genetic diseases. The inability to provide a precise definition of nature, ignoring biotechnological limitations, the lack of a difference between improvement and treatment, the ineffectiveness of the concept of human nature in the ethical analysis of human genetic improvement, and the criterion of human nature as a criterion for determining the ethical and unethical aspects of genetic improvement are among the most important drawbacks of Fukuyama's argument.

Conclusion: Francis Fukuyama's argument faces serious flaws and lacks sufficient credibility. Therefore, he cannot prove the immorality of using genetic engineering to improve human capacities by reasoning based on nature and human nature.

Background and Aim: Forecast into the impacts of artificial intelligence in interdisciplinary studies of social sciences with a strategic approach is one of the urgent needs of Iranian society. One of the key areas is to pay attention to the intellectual health and cognitive identity of generations Z, Alpha, and Beta. This area is affected by two trends; one is the state of education governance with the requirements of the era of artificial intelligence and the other is the epistemic model of artificial intelligence technology. These issues occur in the context of gatekeeping and algorithmic power as well as cognitive and value changes, which this article has analyzed using mixed theoretical foundations.

Methods: The method of the article is general futures research with the technique of Horizon Scanning, which focuses on studying existing conditions and changes to predict ongoing or future events and trends with the aim of identifying challenges, opportunities, ensuring awareness, and preventing future surprises.

Ethical Considerations: Aspects related to interests and benefits have been observed. The data are authentic, reliable, trustworthy and non-sensitive.

Findings: The findings of the article have been analyzed and formulated in four axes as follows: 1- The status of knowledge and educational governance in the era of artificial intelligence, 2- Emerging cognitive and educational issues for the new generation, 3- International strategic solutions and actions, and 4- National strategic solutions and actions.

Conclusion: Overall, the results indicate a lack of guarantees for the cognitive health and identity of the new generation. Of course, despite the complexity and layering of the issues, an attempt has been made to realistically explain the infrastructural and content considerations along with cognitive opportunities and challenges. Paying attention to the relationship between scientific identity and artificial intelligence is a vital and key window for educational governance in Iran.

Background and Aim: Environmental problems not only have harmful effects on human health but also influence economic growth as well as social and cultural development. The aim of this study was to examine the relationships of green education, ethics, and environmental knowledge sharing on activism, with the mediating role of environmental responsibility, within the framework of causal modeling.

Methods: This was a descriptive-correlational study. The statistical population included all employees of the Bushehr Health Network (130 men and 170 women). Due to the limited size of the population, all employees were selected through a census method. Data were collected using the following questionnaires: Environmental Knowledge Sharing by Yu et al. (2022), Environmental Ethics by Firoozfar et al. (2021), Environmental Activism by Alshaer (2021), Perceived Environmental Responsibility by Kumar and Gadzwar, and Green Training and Development by Ojo (2022). Data were analyzed using path analysis through SPSS and AMOS software.

Ethical Considerations: Data collection was conducted with full respect for confidentiality and anonymity of participants.

Findings: The results showed that the direct effect of green training and development on environmental responsibility (T = 2.673, ß = 0.140) and environmental activism (T = 4.108, ß = 0.203) was significant at the 0.01 level. Similarly, the direct effect of environmental knowledge sharing on environmental activism (T = 5.697, ß = 0.283) and environmental responsibility (T = 3.094, ß = 0.164) was significant at the 0.01 level. Furthermore, the direct effect of environmental ethics on environmental responsibility (T = 2.345, ß = 0.126) and the effect of environmental responsibility on environmental activism (T = 3.577, ß = 0.180) were also significant at the 0.01 level.

Conclusion: Environmental knowledge sharing and green education have an impact on environmental responsibility and activism. Moreover, environmental responsibility is influenced by environmental ethics and, in turn, affects environmental activism.