Te experience of countries that have suffered natural or man-made disasters is a rich ground for bioethics, anthropology, philosophy and sociology researches on public policies, communitarianism and social cohesion. This paper applied hermeneutical analysisto reveal values and bioethics principles that could be used in education for social cohesion and form part of the social political discourse of the country. Bioethical determinants were identified that are relevant to the development of social cohesion skills during and after human and/or natural disasters where supportive, fair and responsible moral behavior and civic action is required. Disasters require prompt solutions and multi-sectoral actions from socially cohesive societies.
The observations issued by the Economic Commission for Latin America (CEPAL, 2009) and the European Commission identified the following indicators of social cohesion: belonging, solidarity, adherence to standards and institutions, inclusion and distribution mechanisms, participation and recognition. When seen through the lens of social needs theories, these indicators open up broad range of possibilities for education for social cohesion. Such education for social cohesion involves principles of relationality, correspondence, complementarity and reciprocity, including awareness of empathy and tolerance for differences. A bioethics education program incorporating the skills of social cohesion promotes change in moral behavior, facilitates coexistence, and creates solutions in times of disasters.
ISSN 2012-2353 (Print)
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