Fooled by 'Smart Drugs' -- Why Shouldn't Pharmacological Cognitive Enhancement Be Liberally Used in Education?

Autor/in	Inon, Magen
Titel	Fooled by 'Smart Drugs' -- Why Shouldn't Pharmacological Cognitive Enhancement Be Liberally Used in Education?
Quelle	In: Ethics and Education, 14 (2019) 1, S.54-69 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Inon, Magen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1744-9642
DOI	10.1080/17449642.2018.1538713
Schlagwörter	Stellungnahme; Pharmacology; Drug Use; Cognitive Ability; Moral Values; Ethics; Epistemology; Emotional Response; Behavior Patterns; Behavior Change; Neurosciences; Drug Therapy; Behavior Disorders; Safety; Social Control; College Students; Student Attitudes; Elementary School Students; Secondary School Students; Teacher Attitudes; Self Concept; Academic Ability; Criticism + Suchen Sie Ihr Suchwort? Arzneikunde; Drug consumption; Substance abuse; Drogenkonsum; Denkfähigkeit; Moral value; Ethischer Wert; Ethik; Erkenntnistheorie; Emotionales Verhalten; Neuroscience; Neurowissenschaften; Neurowissenschaft; Sicherheit; Soziale Kontrolle; Collegestudent; Schülerverhalten; Sekundarschüler; Lehrerverhalten; Selbstkonzept; Kritik
Abstract	Research shows that various pharmaceuticals can offer modest cognition enhancing effects for healthy individuals. These finding have caused some academics to support liberal use of pharmacological cognitive enhancement (PCE) in schools and universities. This approach partially arises from arguments implying there is little moral justification for regulating such drugs. In this paper, I argue against the liberal use of PCE on epistemic grounds. According to Charles Taylor, emotions and behaviour are epistemically valuable because they tell us meaningful things about reality. Hence, an accurate interpretation of students' emotions and behaviour in context is crucial to support an effective and ethical educational process. This paper supports the assertion that PCE might alter emotions and behaviour, and thereby distort the interpretation of the educational situation by students, educators and policy makers. Therefore, when discussing whether or not to regulate PCE we should be mindful of these epistemic concerns. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01