The microchip, the computer and the DNA revolution have brought the questions of ethics, counselling and equitable research to the fore. The new world order is a world of: equity; human rights; human dignity; the alleviation of poverty; closing the gap between the "haves and have nots". The social and economic impact and implications of these have opened a new dialogue between the professions and the laypersons in order to address matters of rights, ethics and power relationships in health research that is unprecedented in history. The yearning need for science to be understood by the public; the need for scientists to communicate better; the need for the public to make choices about what science has to offer in their daily life; the need for the public to participate and shape the scientific process; the need for science to integrate the wealth of information that is already existent has never been greater than today. Perhaps no examples illustrate these challenges better than the revolution in biology (the Human Genome Project and embryo stem cell research/therapy) and the human immunodeficiency virus (HIV)/AIDS epidemic that is sweeping sub-Saharan Africa (1). The way we teach, learn and practice science will no longer be the same. It will no longer be business as usual. It is unfortunately also within this context that pseudoscience is likely flourish (2).