Genetic Enhancement as Care or as Domination? The Ethics of Asymmetrical Relationships in the Upbringing of Children

Autor/in	Junker-Kenny, Maureen
Titel	Genetic Enhancement as Care or as Domination? The Ethics of Asymmetrical Relationships in the Upbringing of Children
Quelle	In: Journal of Philosophy of Education, 39 (2005) 1, S.1-17 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-8249
DOI	10.1111/j.0309-8249.2005.00416.x
Schlagwörter	Ethics; Genetics; Parent Aspiration; Personal Autonomy; Individual Differences; Philosophy; Intervention + Suchen Sie Ihr Suchwort? Ethik; Humangenetik; Elternwille; Individuelle Autonomie; Individueller Unterschied; Philosophie
Abstract	Should a society oriented towards justice provide parents with the possibility of enhancing their children's genes? The opposing arguments of authors in the Rawls School and of the theorist of communicative action, Jurgen Habermas, are analysed in terms of their key concepts. Their positions are then assessed from the point of view of the principles of the pedagogical task to educate towards autonomy under conditions of asymmetry. They each call for respect both of children's difference and of their dependence, and they ask for parents to moderate their expectations. In the light of this, Habermas's critique of genetic intervention, based on a Kantian understanding of autonomy as the capacity to be moral, on Kierkegaard's concept of being able to be oneself, and on respect for finitude, is here to be justified. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10