Character Analysis and the Roles of Scientists

"The Greatest Dying"

Introduction

The short story "The Greatest Dying" by Frank M. Robinson introduces many ethical questions about the use of scientific knowledge and the role of scientists. The story gives three different perspectives of science: Julius Paschelke represents the status-quo administrator, concerned principally about publicity and appearances; Harry Austin represents the brilliant scientist who will challenge existing theories; Reid Locke represents the new technician in the field who is eager to make his own reputation, but who may not have sufficient training in ethics. The story also delves into the idea that responsibility and communication are integral to science. The following lesson will ask the students to see the differences in the characters and to discuss some of the possible modern applications of genetic science to the story.

Objectives

By completing this assignment students will:

• recognize and analyze the differences in the three major characters;
• connect the literature to current events;
• reflect in writing their opinions concerning ethical issues of science.

Class Time Needed

One class period would be needed for this activity.

Procedure

Students will work with a partner to complete the following chart for the three major characters. They must give three important characteristics (personality, not physical) for each character and support their choice of each characteristic with either a quotation from the text or an explanation in their own words.

After analyzing these characters through this chart, with your partner answer the following questions in complete sentences.

1. What are the major differences amongst the characters?
2. What do you think their major problems working together would have been?
3. What are their professional differences?
4. What seems to be the most important value to each character?
5. Who do you relate to the most? Explain.

Allow time for the students to share their responses to these questions with a larger group in the class. The teacher should choose whether to do this activity in small groups or to discuss as a large class group.

After the general discussion, students will reflect on the short story by answering the following questions in their own journal.

1. What are the different scientific roles represented in the story?
2. What is the responsibility of the scientist to reveal concerning his findings?
3. Should scientists be held accountable for the results of their discoveries, even when those results are unforeseen and unintended?
4. What connections can you make from this story to your own life, to other texts you've read, to movies you've seen, or to current events in the world?
5. Are all accidents in science detrimental to society? Can you give examples of some that were beneficial?