Read The Following Scenario And Your Discussion Response

Read The Following Scenario And In Your Discussion Response Use the

Read the following scenario, and in your discussion response, use the three social justice principles to critique the situation. In the novel Never Let Me Go by Kazuo Ishiguro, children are raised in a boarding school to become organ donors for society. The children eventually find out they are genetic clones created for the expressed purpose of providing another individual backup organs to prolong that individual’s life. Are cloned life forms the same as the original of the copy? Do they have the same rights and privileges of individuality if they are genetically identical to someone else? How might our own history with copied things influence our perceptions and interactions with clones?

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The novel "Never Let Me Go" by Kazuo Ishiguro presents a poignant exploration of moral, ethical, and social justice issues surrounding cloning and the treatment of human life that is genetically identical to another. In analyzing this story through the lens of the three social justice principles—equity, access, and participation—it becomes evident that the ethical dilemmas raised challenge foundational notions of rights, privileges, and societal responsibilities toward cloned individuals.

The first principle, equity, emphasizes fairness and justice in respecting the dignity and value of all human beings. Cloned individuals, such as the children in Ishiguro’s narrative, are biologically identical but are systematically deprived of fundamental rights, primarily because society deems them objects for transplantation rather than persons with intrinsic worth. The story forces us to question whether genetic similarity should determine moral status, given that clones are human in form and consciousness. Historically, societal inequalities have often been justified by arbitrary differences—race, class, or ethnicity—that denied certain groups fair treatment. Applying the principle of equity to cloning demands recognition of cloned humans as persons with rights equally deserving of respect, dignity, and protection under law. Denying these rights based solely on their origin as clones perpetuates injustice similar to historic oppressions rooted in discrimination and inequality.

Access, the second social justice principle, considers whether individuals can obtain the resources, opportunities, and protections necessary for a dignified life. In "Never Let Me Go," cloned children are denied access to social privileges, education, and the chance to define their own futures. Their existence is confined to a predetermined role as organ donors, stripping them of the opportunity for self-determination. This scenario highlights the importance of equitable access—not only to physical resources but also to societal participation and autonomy. Historically, marginalized groups have been systematically denied access to opportunities based on superficial or unjust criteria, such as race or socioeconomic status. Cloned humans, if considered as potential members of society, should be entitled to equal access to rights and resources, supporting their development into autonomous individuals. An equitable society must ensure that all beings, regardless of their genetic origins, have the opportunity to participate fully and fairly.

Participation, the third principle, stresses the importance of individuals’ ability to participate in societal decision-making processes that affect their lives. The children in Ishiguro's narrative are entirely excluded from such participation; their roles are decided without their input or consent. This exclusion underscores the danger of ignoring the agency of individuals, especially those who are biologically engineered or socially marginalized. Historically, lack of participation has justified oppressive policies where those affected have no voice, perpetuating injustice. Incorporating the principle of participation entails recognizing cloned individuals as active agents capable of making decisions about their lives and bodies, thus affirming their personhood and moral agency. Engaging clones in ethical discussions about their futures respects their autonomy and aligns with principles of social justice.

Critically, the novel challenges us to reflect on how our perceptions of copies and originality influence our ethical stance on cloning. Society often values uniqueness and authenticity, which can lead to the stigmatization of clones as mere copies lacking individual identity. Yet, this perspective neglects the shared consciousness and personhood of clones, ignoring their capacity for thought, feeling, and moral reasoning. Historically, human perceptions have been shaped by cultural biases, scientific advancements, and philosophical debates about identity—considered in contexts like the copy vs. original in art or the debate over genetic modification. Our history with reproductions and copies influences current attitudes, risking either dehumanization or misguided valorization depending on societal narratives. Recognizing clones as individuals with their own rights demands moving beyond superficial notions of originality, emphasizing the importance of moral and ethical recognition of their personhood.

In conclusion, applying the three social justice principles—equity, access, and participation—to the scenario in "Never Let Me Go" reveals the moral failings of a society that treats clones as mere means to an end. Recognizing the inherent dignity and rights of cloned individuals calls for a reevaluation of our moral assumptions, informed by historical context and ethical reasoning. Only through respecting their personhood and ensuring equitable treatment can society uphold the principles of justice and human rights in the face of advancing biomedical technologies.

References

1. Ishiguro, K. (2005). Never Let Me Go. Faber & Faber.
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