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Bioeditorial Bioethics and scientific integrity
Almudena García Manso*
, Giovane Mendieta Izquierdo**
, Juan María Cuevas Silva***
* Phd. in Sociology, post-doctorate in Human Rights and Public Health. Contract Professor at the Universidad Rey Juan Carlos, Madrid, Spain. Email: [email protected]. ORCID: https://orcid.org/0000-0002-8781-5020.
** Ph.D. in Public Health Sciences. Research professor in bioethics and co-editor of the Latin American Journal of Bioethics, of the New Granada Military University, Bogotá, Colombia. Email: giovane.mendieta@unimilitar. edu.co. ORCID: http://orcid.org/0000-0002-5085-3242.
*** Ph.D. in Social and Political Processes of Latin America. Research professor and editor of the Latin American Journal of Bioethics, of the New Granada Military University. Bogota Colombia. Email: juan.cuevass@ unimilitar.edu.co. ORCID: http://orcid.org/0000-0002-1680-6223.
The emergence of ethical approaches, as well as the current regression towards moral dogmatisms, in the field of scientific research, is generated thanks to the crisis of ethics and morality in the research environment. In recent years, the discourse on scientific integrity has been prolific, which has linked it with ethical aspects of the researcher's work and related to (good or bad) practices and (good or bad) behaviors arising within the processes of investigation. If scientific integrity is conceived in this way, that is, as an element that evaluates, judges, measures, coerces and punishes the bad practices of the researcher, the concept is being limited from its nature. Thus, the following questions arise: why scientific integrity and not only integrity? Why give a surname when integrity is holistic in its essence and principle?
In this writing, we will make an invitation to link training in and for integrity with a bioethical sense. The apology will be the paradigmatic emergency and the critical state of scientific integrity.
Scientific integrity, together with bioethics, goes beyond the analysis of the researcher's practices and behaviors. By making a list of attacks against scientific integrity, for example: fraud, plagiarism, falsification of data, the absence of informed consent, among others, a strategy of control and supervision of compliance of ethical principles with a moral conscience, which must have internalized the researcher, rather than a deontological, normative, restrictive code and control of the actions and decisions of the researcher. For this reason, it is necessary to ask: what requirement does the university education with investigative nature pose to scientific integrity and bioethics? The...