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Ethics and Educational Use of Human Remains: A Comprehensive Guide

Explore ethical debates, educational values, and guidelines on the use of human remains in research and teaching, emphasizing respect and preservation while balancing educational and research values. Delve into the importance of real bones for university teaching and public engagement sessions. Consider ethical criteria, actions, and the dilemma of destructive sampling in student projects.

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Ethics and Educational Use of Human Remains: A Comprehensive Guide

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  1. National Human Remains Guidelines in Englandand the Educational use of Archaeological Human Remains Simon Mays English Heritage

  2. The Guidelines DCMS EH\C-of-E BABAO

  3. Educational value of human remains is often not emphasised in guidelines on archaeological human remains • Ethical debates in England & elsewhere mainly framed in terms of research versus reburial • EH / CofE policy of use of partially or fully redundant churches to store remains

  4. Do we need to use real bones for university teaching? • DCMS, EH\C-of-E & BABAO guidelines say yes! • Models / casts: • Do not adequately reproduce anatomical detail • Do not reproduce archaeological reality • Do not encompass range of natural and pathological variability

  5. Should we use real bones for handling sessions at public events? • Why would we need to? • DCMS guideline: emphasises risks involved • EH/C-of-E guideline: models / casts may be preferable • Some organisations do use real bones & report no problems

  6. Different criteria affect research and teaching value of a collection

  7. Ethical issues in the use of human remains for teaching • Knowledge-based ethics: the preservation of the information content of a collection Actions: obligate behaviours that ensure the integrity of a collection • Respect for human remains: What does respect mean in practical terms? Actions: Only use remains for their intended purpose; refrain from actions that are not consistent with this

  8. Destructive sampling of human remains in student projects: how can it be justified? • Imperative of preservation of collections vs imperative toward gaining new knowledge from them • Likelihood of useful knowledge being generated that could not be gained in another way • Educational value to the student

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