Pharmaceutical neuroenhancement as challenge in public and school discourse

药物神经增强作为公共和学校讨论中的一个挑战

• 批准号: 202040577
• 负责人: Professor Dr. Alfred Schäfer
• 金额: --
• 依托单位: Institut für Pädagogik
• 依托单位国家: 德国
• 项目类别: Research Grants
• 财政年份: 2011
• 资助国家: 德国
• 起止时间: 2010-12-31 至 2015-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/202040577?language=en
• 关键词: Pharmaceutical; neuroenhancement; challenge; public; discourse

Neuroenhancement describes the intake of drugs that are known from ADHD therapies as well as therapies of depression for the purpose of increased performance and concentration. The ongoing research project investigates how related problems (difference of illness and health, anthropological questions, self-determination and authenticity, social justice, as well as equal opportunity) are articulated in public discourse as well as within schools. Thus, the discursive formations of problems of self-determination and social pressure, of performance pressure and distributive justice is analyzed, assuming their relevance for educational settings. First results indicate that in public discourse the freedom of self-determination is prevalent. Therefore, the topic of social injustice is less prominent even though the social pressure of performance is present. The omission of social justice also takes place within the school discourse when teachers and students refer to the Calvinist principle of performance. By requesting the correspondence of students efforts and school grades problems of distributive justice are relativized in a particular way: The possibility of neuroenhancement occupies an ambivalent role between health and illness. Both discourses do not put the distinction between disease and health, legality and illegality in the foreground. They focus on social justice in a rather simplifying way by referring to self-determination and self-realization. The question is how the two discourses do intersect and how the educational realm is constituted as its own space in view of the challenge of neuroenhancement.

神经增强描述了从ADHD治疗以及抑郁症治疗中已知的药物摄入，以提高性能和浓度。正在进行的研究项目调查了相关问题（疾病和健康的差异、人类学问题、自决和真实性、社会正义以及平等机会）如何在公共讨论中以及在学校中得到阐述。因此，自我决定和社会压力，性能压力和分配正义的问题的话语形式进行了分析，假设它们的相关性的教育设置。初步结果表明，在公共话语中，自决自由是普遍存在的。因此，尽管存在社会表现压力，但社会不公正的话题并不那么突出。当教师和学生提到加尔文主义的表现原则时，社会正义的缺失也发生在学校的话语中。通过要求学生的努力和学校成绩的对应关系，分配正义的问题以一种特殊的方式相对化：神经增强的可能性在健康和疾病之间扮演着矛盾的角色。这两种论述都没有把疾病与健康、合法性与非法性的区别放在首位。它们以相当简单的方式强调社会正义，提到自决和自我实现。问题是这两种话语如何交叉，以及教育领域如何在神经增强的挑战下构成自己的空间。