Socioeconomics and Socioeconomics and Agricultural Biotechnology:Agricultural Biotechnology:

The ChallengesThe Challenges

Lori Garkovich and Valerie AskrenLori Garkovich and Valerie AskrenUniversity of KentuckyUniversity of Kentucky

What is Biotechnology?What is Biotechnology?Common DefinitionsCommon Definitions

• Any technique that uses living organisms, or Any technique that uses living organisms, or substances from those organisms, to make a substances from those organisms, to make a product, improve plants or animals, or develop product, improve plants or animals, or develop microorganisms for specific usesmicroorganisms for specific uses

• Any technique that deliberately manipulates Any technique that deliberately manipulates the molecules that carry genetic informationthe molecules that carry genetic information

What’s the difference?

Why is Biotechnology so Exciting?Why is Biotechnology so Exciting?

Strikes at the heart of many issues!Strikes at the heart of many issues! Incremental versus Disruptive TechnologiesIncremental versus Disruptive Technologies Is it simply an emotional reaction?Is it simply an emotional reaction?

Does biotechnology blur the line between nature and man-Does biotechnology blur the line between nature and man-made?made?

Does it offer enormous power to alter the fundamental Does it offer enormous power to alter the fundamental character of life?character of life?

First and second generation benefitsFirst and second generation benefits Importance of multidisciplinary perspectives and Importance of multidisciplinary perspectives and

bioethics to the physical sciencesbioethics to the physical sciences

Classroom Activity:Classroom Activity:Think, Write, Pair, ShareThink, Write, Pair, Share

If you could clone something or someone, If you could clone something or someone, what would it be? What would be the what would it be? What would be the consequences of doing so?consequences of doing so?

Divide into pairs. Agree to share one genetic Divide into pairs. Agree to share one genetic trait with another student. What trait would trait with another student. What trait would you want and why? How would you expect you want and why? How would you expect your life to change?your life to change?

Framing the DiscussionFraming the Discussion

The way we frame an issue influences how we The way we frame an issue influences how we understand its implications and also how we understand its implications and also how we think about alternativesthink about alternatives

Who shapes the framing determines the Who shapes the framing determines the message’s content message’s content

Framing the Biotechnology Issue:Framing the Biotechnology Issue:Creating PolarityCreating Polarity

Biotech firms and Biotech firms and scientists have framed scientists have framed the issue as one of the issue as one of science and technology science and technology applied to enhancing the applied to enhancing the quality of lifequality of life

Biotech opponents have Biotech opponents have framed the issue as a framed the issue as a profit-driven effort profit-driven effort regardless of the risk to regardless of the risk to human health, social human health, social equity or environmental equity or environmental qualityquality

Framing the Issue:Framing the Issue:Classroom ActivitiesClassroom Activities

Have students research a biotechnology issue. Have students research a biotechnology issue. Using the internet, collect articles that frame the Using the internet, collect articles that frame the same “advancement” in different lights. Assess same “advancement” in different lights. Assess scientific accuracy of claims.scientific accuracy of claims.

Possible Issues: Possible Issues: Golden RiceGolden Rice Bt crops and the Monarch butterflyBt crops and the Monarch butterfly Terminator gene technologyTerminator gene technology

The The Bioethical Bioethical ChallengeChallenge

Is Biotechnology Morally Acceptable?Is Biotechnology Morally Acceptable?

Two Kinds of Ethical Arguments Used to Two Kinds of Ethical Arguments Used to Evaluate Concerns Over BiotechnologyEvaluate Concerns Over Biotechnology

Intrinsic objectionsIntrinsic objections say the process of say the process of biotechnology is objectionable in itselfbiotechnology is objectionable in itself

Extrinsic objectionsExtrinsic objections say the possible say the possible consequences of some biotech applications are consequences of some biotech applications are objectionable, but others may be acceptableobjectionable, but others may be acceptable

The Bioethical Challenge:The Bioethical Challenge:Classroom ActivitiesClassroom Activities

Identify the possible intrinsic and the extrinsic Identify the possible intrinsic and the extrinsic objections related to:objections related to: previous classroom experimentsprevious classroom experiments recent scientific breakthroughs, as reported in the recent scientific breakthroughs, as reported in the

popular press and science magazines (e.g., home popular press and science magazines (e.g., home drug-use testing kits for parents to use to monitor drug-use testing kits for parents to use to monitor their children)their children)

historical scientific advancements (e.g., the historical scientific advancements (e.g., the development of dynamite, or cell phone development of dynamite, or cell phone technology and adoption)technology and adoption)

The Business The Business of Science of Science ChallengeChallenge

Does the business of biotechnology corrupt the purpose and Does the business of biotechnology corrupt the purpose and integrity of the process of the science?integrity of the process of the science?

Or can business and scientific partnerships be beneficial Or can business and scientific partnerships be beneficial for society?for society?

The Business of ScienceThe Business of Science Critics:Critics:

Focusing on profits contradicts the purpose of science - to enhance Focusing on profits contradicts the purpose of science - to enhance or improve the quality of lifeor improve the quality of life

Biotechnology commodifies life and leads to reductionist scienceBiotechnology commodifies life and leads to reductionist science

Advocates:Advocates: The spiraling costs of R & D required to bring a product to market The spiraling costs of R & D required to bring a product to market

justifies the closer ties of science and businessjustifies the closer ties of science and business This relationship has been beneficial to society and has contributed This relationship has been beneficial to society and has contributed

to the public goodto the public good

The Business of Science Challenge:The Business of Science Challenge:Classroom ActivitiesClassroom Activities

Questions for discussion: Questions for discussion: Should private companies be permitted to use teminator gene Should private companies be permitted to use teminator gene

technology?technology? Should farmers in developing countries pay lower price Should farmers in developing countries pay lower price

premiums for genetically-modified seed?premiums for genetically-modified seed? Should farmers be held liable for genetic pollution? What is Should farmers be held liable for genetic pollution? What is

genetic pollution?genetic pollution? Has any scientific development not been corrupted by the profit Has any scientific development not been corrupted by the profit

motive?motive?

The Policy The Policy ChallengeChallenge

What public policies related to biotechnology What public policies related to biotechnology should be adopted and who should decide?should be adopted and who should decide?

The Policy IssuesThe Policy Issues

What, if any, should be the role of scientists What, if any, should be the role of scientists and the public in determining policies related and the public in determining policies related to biotechnology? to biotechnology?

Are the questions about the risks associated Are the questions about the risks associated with biotechnology too technical and complex with biotechnology too technical and complex for citizens to evaluate?for citizens to evaluate?

The Policy Issues - Classroom ActivitiesThe Policy Issues - Classroom Activities

A public hearing before Congress on a proposal to A public hearing before Congress on a proposal to limit public funding of research on agricultural limit public funding of research on agricultural biotechnology and to prohibit field testing of biotechnology and to prohibit field testing of biotechnology productsbiotechnology products

Students assume the following roles:Students assume the following roles: Congressional representativesCongressional representatives Opponents (who would oppose such a proposal and why?)Opponents (who would oppose such a proposal and why?) Proponents (who would support such a proposal and why?)Proponents (who would support such a proposal and why?) The pressThe press

The Policy Issues - Classroom ActivitiesThe Policy Issues - Classroom Activities

Students research the arguments that would be Students research the arguments that would be presented by those in their role and prepare a presented by those in their role and prepare a summary of these positionssummary of these positions

Students develop two questions that might be Students develop two questions that might be asked by someone in their role as to why this asked by someone in their role as to why this proposal should or should not be enactedproposal should or should not be enacted

Conduct the public hearingConduct the public hearing Students evaluate the arguments presented and Students evaluate the arguments presented and

make a recommendation to Congress in a make a recommendation to Congress in a summary white papersummary white paper

The The Globalization Globalization

ChallengeChallenge

Is biotechnology part of the solution? Is biotechnology part of the solution?

Or symptomatic of the problem?Or symptomatic of the problem?

How widespread are GM plantings How widespread are GM plantings in the US? in the US?

1996 1997 1998 1999 2000 2001 20020

20

40

60

80Percent of Acres Harvested

Corn Soybeans Cotton

How widespread are GM plantingsHow widespread are GM plantingsin the world?in the world?

36%

16%

11%

7%

Soybeans

Cotton

Canola

Corn

percent of planted acreage

0% 10% 20% 30% 40% 50%

Globalization and Biotechnology:Globalization and Biotechnology:The HopesThe Hopes

Improved resistance to drought and salt stress, Improved resistance to drought and salt stress, toxic heavy metals, pests and diseasestoxic heavy metals, pests and diseases

Higher yields &/or reduced input useHigher yields &/or reduced input use Enhanced environmental protectionEnhanced environmental protection Increase food productionIncrease food production Reduce post-harvest losses Reduce post-harvest losses Micronutrients / Edible VaccinesMicronutrients / Edible Vaccines Increased farm profitabilityIncreased farm profitability Greater access to export marketsGreater access to export markets

Globalization and Biotechnology:Globalization and Biotechnology:The ConcernsThe Concerns

Lack of appropriate GM crops / cash crops onlyLack of appropriate GM crops / cash crops only Loss of export marketsLoss of export markets Endangers indigenous crops / loss of biodiversityEndangers indigenous crops / loss of biodiversity Creation of superweedsCreation of superweeds Higher seed costs / licensing agreementsHigher seed costs / licensing agreements Fear of “terminator” gene technologyFear of “terminator” gene technology Low input use already in placeLow input use already in place Gains to wealthy landowners and multinationalsGains to wealthy landowners and multinationals Genomic databases and research are neededGenomic databases and research are needed Consumer concernsConsumer concerns

Globalization and Biotechnology:Globalization and Biotechnology:Classroom ActivitiesClassroom 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 AfricaCase Study: Food Aid to Africa

You are an advisor to a leader of a developing nation You are an advisor to a leader of a developing nation experiencing famine. The U.S. has donated surplus corn experiencing famine. The U.S. has donated surplus corn to your country, but it is genetically modified corn. to your country, but it is genetically modified corn.

““Green” groups are warning you that the corn is Green” groups are warning you that the corn is dangerous to human health.dangerous to human health.

Others fear that farmers might plant some of these seeds, Others fear that farmers might plant some of these seeds, cross-pollinating with native corn, endangering important cross-pollinating with native corn, endangering important export markets and revenueexport markets and revenue

But, if you don’t accept the surplus corn, many people in But, if you don’t accept the surplus corn, many people in your country will die right now from the famine. your country will die right now from the famine.

What do you recommend and why?What do you recommend and why?

The Challenge of The Challenge of Consumer ChoiceConsumer Choice

Does society have an ethical obligation to Does society have an ethical obligation to maximize consumer knowledge and maximize consumer knowledge and

choice? choice?

Consumer Choice – Consumer Choice – The Issue of LabelingThe Issue of Labeling

Advocates of consumer labeling criticize efforts Advocates of consumer labeling criticize efforts NOT to label food containing genetically modified NOT to label food containing genetically modified organisms. They argue: “If biotech foods are safe organisms. They argue: “If biotech foods are safe and risk free, then why are you afraid to let us and risk free, then why are you afraid to let us know what we are buying?” know what we are buying?”

Consumers with food allergies, vegetarians, and Consumers with food allergies, vegetarians, and those with religious dietary restrictions have a right those with religious dietary restrictions have a right to know to know

Consumers should be able to choose the type and Consumers should be able to choose the type and quality of food they consume, and the production quality of food they consume, and the production system they want to support with their food dollarsystem they want to support with their food dollar

Consumer Choice –Consumer Choice –Opposition to LabelingOpposition to Labeling

Labeling is unnecessary because biotech foods contain genetic Labeling is unnecessary because biotech foods contain genetic material from other natural products - nothing is added that does material from other natural products - nothing is added that does not already exist in naturenot already exist in nature

Federal organic labeling standards exist. If you are opposed to Federal organic labeling standards exist. If you are opposed to consuming genetically modified food ingredients, simply buy consuming genetically modified food ingredients, simply buy organic!organic!

Labeling does not change consumer behavior Labeling does not change consumer behavior

Why must everyone pay for the cost of labeling that is demanded Why must everyone pay for the cost of labeling that is demanded by a few?by a few?

The Challenge of Consumer Choice:The Challenge of Consumer Choice:Classroom ActivitiesClassroom Activities

Conduct a taste test comparing genetically modified soybeans and conventionally bred soybeans. Tabulate and graph the results.

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:The Challenge of Consumer Choice:Classroom ActivitiesClassroom Activities

A student survey gauging consumer attitudes towards genetically modified foods. See www.pollingreport.com , www.pollingreport.com , www.nal.usda.gov/fnic, or www.nationalcenter.org for examples www.nal.usda.gov/fnic, or www.nationalcenter.org for examples of surveysof surveys Students develop and administer their own survey (5-7 questions) to 5 Students develop and administer their own survey (5-7 questions) to 5

persons each.persons each. Students compile the answers and calculate percent distributions, Students compile the answers and calculate percent distributions,

mean, median, and modemean, median, and mode Students compare their answers to those in national or international Students compare their answers to those in national or international

surveys and discuss the ways in which who was asked questions and surveys and discuss the ways in which who was asked questions and how a question was asked may influence the answershow a question was asked may influence the answers

Some students illustrate the responses using two different types of Some students illustrate the responses using two different types of graphicsgraphics

Other students prepare a written report on the resultsOther students prepare a written report on the results

Key Challenges of Agricultural BiotechnologyKey Challenges of Agricultural Biotechnology

Can we capture the potential benefits of Can we capture the potential benefits of agricultural biotechnology in a fair and equitable agricultural biotechnology in a fair and equitable way for today’s and future generations?way for today’s and future generations?

Can we balance the interests of human society Can we balance the interests of human society and the environment using biotechnology?and the environment using biotechnology?

Can biotechnology contribute to sustainable Can biotechnology contribute to sustainable agricultural systems?agricultural systems?

How should we frame the biotechnology issue?How should we frame the biotechnology issue?