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  1. Kindliche »Unschuld« ist kein Ideal: Tugendethik und Kind-Erwachsenen-Sex.Thomas O’Carroll - 2018 - Gäufelden, Germany: Thomas Leske. Edited by Thomas Leske.
    Malón (Arch Sexual Behav 44(4):1071–1083, 2015) kam zu dem Schluss, dass die üblichen Argumente gegen sexuelle Beziehungen zwischen Erwachsenen und Kindern vor der Pubertät nicht ausreichen, um deren moralische Zulässigkeit unter allen Umständen auszuschließen. Diese postulierte Lücke versuchte Malón (Sex Cult 21(1):247–269, 2017) mit Tugendethik zu füllen. Diesen Tugendethikansatz im zweiten von Malóns Fachartikeln fechtet der vorliegende Aufsatz an, indem er (1) die Ansicht in Frage stellt, dass Sex ein außergewöhnlicher Teilaspekt der Moral ist, der eines Tugendansatzes bedarf, (2) die (...)
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  • Moral Enhancement, Instrumentalism, and Integrative Ethical Education.Giuseppe Turchi - 2018 - Royal Institute of Philosophy Supplement 83:293-311.
    In this chapter I will discuss some of the arguments presented inUnfit for the Future, where the authors stress the necessity of moral enhancement to prevent a global catastrophe. Persson and Savulescu promote a reductionistic view of moral intuitions suggesting that oxytocin, serotonin, and genetic treatments could save humanity from the perils of contemporary liberalism, weapons of mass destruction, and uncontrolled pollution. I will contend that although we need a moral enhancement it cannot be a brute manipulation of our biology (...)
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  • El fin ético no naturalista de la neuroeducación.Javier Gracia - 2018 - Recerca.Revista de Pensament I Anàlisi 22:51-68.
    El objetivo de este artículo es aclarar cuál es el fin último de la neurociencia educativa. Para ello nos adentramos en el fecundo y a veces controvertido diálogo entre neurociencia y educación que especialmente en la última década ha cobrado mayor importancia. La hipótesis que presentamos es que la introducción de la perspectiva ética contribuye positivamente a esclarecer el fin propio de la neuroeducación. A la luz de una neuroética no naturalista la educación puede abrirse a un nuevo enfoque evolutivo (...)
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  • Good Moral Judgment and Decision‐Making Without Deliberation.Asia Ferrin - 2017 - Southern Journal of Philosophy 55 (1):68-95.
    It is widely accepted in psychology and cognitive science that there are two “systems” in the mind: one system is characterized as quick, intuitive, perceptive, and perhaps more primitive, while the other is described as slower, more deliberative, and responsible for our higher-order cognition. I use the term “reflectivism” to capture the view that conscious reflection—in the “System 2” sense—is a necessary feature of good moral judgment and decision-making. This is not to suggest that System 2 must operate alone in (...)
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  • The Death and the Resurrection of (Psy)critique: The Case of Neuroeducation.J. De Vos - 2016 - Foundations of Science 21 (1):129-145.
    A rapidly emerging hegemonic neuro-culture and a booming neural subjectivity signal the entry point for an inquiry into the status of the signifier neuro as a universal passe-partout. The wager of this paper is that the various appropriations of the neurosciences in the media and in academia itself point to something essential, if not structural, in connection with both the discipline of the neurosciences and the current socio-cultural and ideological climate. Starting from the case of neuroeducation, the genealogy of the (...)
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