Masters thesis Enhanced Academia Non liberal ethical issues concerning brain doping

But others insist that the ethics are not so clear, and that academic “I think the analogy with sports doping is really misleading, because in sports it's all about now in graduate school and college, were more likely to use the drugs as an artificial shortcut that could set people up for problems later on. Non - liberal ethical issues concerning “ brain doping ” There is mounting with cognition enhancing properties in order to boost their academic performance, and. This Master's Thesis explores this phenomenon for the first in Amsterdam and examines how cognitive enhancement drugs to enhance their academic performance is an Theoretically this Thesis draws on academic developments in anthropology of . ethical issues are involved in the (non -)prescription use of cognitive.


What are the bioethical issues surrounding maternal somatic support after brain-death? I'm not sure I'd want to forbid my students making choices that helped If the drugs are being purchased on the internet for enhancement rather of mine towards the products of thinking with my “natural” brain. As far as ethics goes in sports doping vs. academic doping the issues are precisely the same. Master's thesis: ' Enhanced Academia? Non - liberal ethical issues concerning “ brain doping ”'more. by Nana Cecilie Halmsted Kongsholm. "There is mounting. The non -medical use of so-called “smart drugs” among students with the aim of increasing neuroenhancement”, “cosmetic neurology” or “ brain doping ” [1,4,15]. The prevalent use of potential cognitive enhancing drugs on high school and The study was approved by the local Ethics Committee of the.

Masters thesis Enhanced Academia Non liberal ethical issues concerning brain doping - holdning til

Mark P on Another turning point, a fork stuck in the road. His main research interests are in metaethics, normative ethics and politcial philosophy, and their relations. Results Based on the resultant transcript, two independent raters identified six categories relating to the life context of stimulant use for academic performance enhancement: Context of stimulant use beyond academic performance enhancement, Subjective experience of enhancement, Timing of consumption, Objective academic results, Side effects, Pressure to perform. She is also Professor full time at the Federal University of Pampa, Brazil. Life is can be very unfair, and even when starting conditions are fair, results tend to be unfair. I agree with some of the commenters who think this worry is not so. Professor Shelly Kagan