Table 2 An example of how Frankenstein can be used to discuss the bioethical limits of some contemporary scientific discoveries

Before the session

Definition of the main objective of the activity and selection of students’ readings

Reading of Frankenstein, full novel or selected chapters. If selected chapters, teachers can assign different chapters to different groups of students to enrich the proposals and improve the discussion

Preparation of a reading guide for students

Asking students to read paper(s) focused on the objective of the activity

Viewing Kenneth Branagh’s 1994 film Mary Shelley’s Frankenstein

Reviewing background information on the bioethical limits of scientific research

During the session

Introduction of the historical and literary context of Frankenstein

Identifying the specified points related to the activity in Frankenstein and in the assigned papers

Explanation of the main objective of the activity

General discussion

Posing questions, such as:

• How did advances in biomedical research happen?

• Where did these advances occur?

• What impact did they have on human health?

• How were scientific advances received at the time they were achieved?

• How should we deal with unintended consequences?

• Where are the limits in human research?

• What makes a scientist responsible?

• What should Frankenstein have done?

Drawing conclusions

Moderation of students’ participation

After the session

 Writing a brief report about the execution of the activity and to what extent the teaching objectives were achieved

Writing a short essay about how the relations between Frankenstein and current biomedical advances