Gunther von Hagens' BODY WORLDS: selling beautiful education
- PMID: 17454986
- DOI: 10.1080/15265160701220659
Gunther von Hagens' BODY WORLDS: selling beautiful education
Abstract
In the BODY WORLDS exhibitions currently touring the United States, Gunther von Hagens displays human cadavers preserved through plastination. Whole bodies are playfully posed and exposed to educate the public. However, the educational aims are ambiguous, and some aspects of the exhibit violate human dignity. In particular, the signature cards attached to the whole-body plastinates that bear the title, the signature of Gunther von Hagens, and the date of creation mark the plastinates as artwork and von Hagens as the artist in a gesture that strips the personal dignity from the donors. I conclude that the educational use of cadavers is compatible with respect for dignity if: 1) the utility of such use is great enough; 2) there are no other ways of achieving these ends; and 3) every effort is made to honor the dignity of the donors.
Comment in
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No dignity in BODY WORLDS: a silent minority speaks.Am J Bioeth. 2007 Apr;7(4):24-5; discussion W1-3. doi: 10.1080/15265160701220667. Am J Bioeth. 2007. PMID: 17454987 No abstract available.
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BODY WORLDS as education and humanism.Am J Bioeth. 2007 Apr;7(4):26-7; discussion W1-3. doi: 10.1080/15265160701220733. Am J Bioeth. 2007. PMID: 17454988 No abstract available.
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The tenuous world of plastinates.Am J Bioeth. 2007 Apr;7(4):27-9; discussion W1-3. doi: 10.1080/15265160701220709. Am J Bioeth. 2007. PMID: 17454989 No abstract available.
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Metamorphosis: beautiful education to smarmy edutainment.Am J Bioeth. 2007 Apr;7(4):30-1; discussion W1-3. doi: 10.1080/15265160701220683. Am J Bioeth. 2007. PMID: 17454990 No abstract available.
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The virtues of blurring boundaries in BODY WORLDS.Am J Bioeth. 2007 Apr;7(4):32-3; discussion W1-3. doi: 10.1080/15265160701220816. Am J Bioeth. 2007. PMID: 17454991 No abstract available.
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Taking public education seriously: BODY WORLDS, the science museum, and democratizing bioethics education.Am J Bioeth. 2007 Apr;7(4):34-6; discussion W1-3. doi: 10.1080/15265160701220766. Am J Bioeth. 2007. PMID: 17454992 No abstract available.
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Responsibility and provenance of human remains.Am J Bioeth. 2007 Apr;7(4):36-8; discussion W1-3. doi: 10.1080/15265160701220774. Am J Bioeth. 2007. PMID: 17454993 No abstract available.
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BODY WORLDS: choosing to be immortalized as an educational specimen.Am J Bioeth. 2007 Apr;7(4):38-40; discussion W1-3. doi: 10.1080/15265160701220790. Am J Bioeth. 2007. PMID: 17454994 No abstract available.
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A visual anthropological approach to the "edutainment" of BODY WORLDS.Am J Bioeth. 2007 Apr;7(4):40-2; discussion W1-3. doi: 10.1080/15265160701220725. Am J Bioeth. 2007. PMID: 17454995 No abstract available.
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The stakes are not very high in this game.Am J Bioeth. 2007 Apr;7(4):42-3; discussion W1-3. doi: 10.1080/15265160701220857. Am J Bioeth. 2007. PMID: 17454996 No abstract available.
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The abstract nature of anatomic construction and its advantages: scientific medicine and human dignity.Am J Bioeth. 2007 Apr;7(4):44-5; discussion W1-3. doi: 10.1080/15265160701220741. Am J Bioeth. 2007. PMID: 17454997 No abstract available.
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Awesome and captivating, but is it really educational?Am J Bioeth. 2007 Apr;7(4):45-7; discussion W1-3. doi: 10.1080/15265160701220840. Am J Bioeth. 2007. PMID: 17454998 No abstract available.
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