By Deryck Beyleveld
The idea that of human dignity is more and more invoked in bioethical debate and, certainly, in overseas tools thinking about biotechnology and biomedicine. whereas a few commentators think of appeals to human dignity to be little greater than rhetoric and never valuable of significant attention, the authors of this groundbreaking new examine provide such appeals specified and defensible that means via an program of the ethical concept of Alan Gewirth.
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Extra resources for Human dignity in bioethics and biolaw
2000; Quednow 2012). In view of these “baseline” or “ceiling effects,” the alleged use of cognitive drugs among academic staff and students (Boseley 2014) seems to be pointless, as cognitively high-performing individuals do not benefit from using these drugs. In general, laboratory studies on the effects of cognitive drugs give mixed results. This may be due to individual (genetic) differences and the baseline dependent effect (see Chapter 3 in this volume). However, there are some other effects which may lead to a less favorable view of these drugs than they currently receive in the media and the general public (Boseley 2014).
Oxford: Oxford University Press. , P. Schlattman, O. Laisney, and I. Heuser. 2010. Modafinil and methylphenidate for neuroenhancement in healthy individuals: a systematic review. Pharmacological Research 62(3):187–206. Sandberg, A. 2011. Cognition enhancement: uploading the brain. In: Enhancing human capacities, edited by J. Savulescu, R. ter Meulen, and G. Kahane, 71–91. Oxford: Wiley Blackwell. Sandel, M. 2007. The case against perfection. Ethics in the age of genetic engineering Cambridge, MA: Belknap Press of Harvard University Press.
That is what being a student requires. If not, the grade is a “hollow accomplishment” (Juengst 1998, 39). ). Did the individuals using the enhancing short-cuts not have an undeserved advantage over the nonenhanced pupils? In other words, have they not been cheating? In a paper by Schermer included in this volume, she argues that strictly speaking taking cognitive drugs is not cheating because there are no rules regarding the use of these drugs and there are by consequence no rules broken. However, she points at the idea that taking these drugs may break internal values and practices that are inherently part of the academic achievement process such as working hard, honestly studying for the exams, and fair play.