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  1. Neuroethics beyond Normal.John R. Shook & James Giordano - 2016 - Cambridge Quarterly of Healthcare Ethics 25 (1):121-140.
    Abstract:An integrated and principled neuroethics offers ethical guidelines able to transcend conventional and medical reliance on normality standards. Elsewhere we have proposed four principles for wise guidance on human transformations. Principles like these are already urgently needed, as bio- and cyberenhancements are rapidly emerging. Context matters. Neither “treatments” nor “enhancements” are objectively identifiable apart from performance expectations, social contexts, and civic orders. Lessons learned from disability studies about enablement and inclusion suggest a fresh way to categorize modifications to the body (...)
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  • Considering Diversity in (Special) Education: Disability, Being Someone and Existential Education.Solveig Magnus Reindal - 2021 - Studies in Philosophy and Education 40 (4):365-380.
    Discussions on diversity and disability in dialogue with special educationalists and philosophers of education are not often found in the research literature. Researchers within disability studies have been critical towards the enterprise of special education and vice versa, and the language they use is often different, as they draw on various subject fields. In this article, I bring these fields of research together and draw on research from the philosophy of education, special education and Disability Studies. My argument is that (...)
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  • Cognitive Enhancement: Perceptions Among Parents of Children with Disabilities.Natalie Ball & Gregor Wolbring - 2014 - Neuroethics 7 (3):345-364.
    Cognitive enhancement is an increasingly discussed topic and policy suggestions have been put forward. We present here empirical data of views of parents of children with and without cognitive disabilities. Analysis of the interviews revealed six primary overarching themes: meanings of health and treatment; the role of medicine; harm; the ‘good’ parent; normality and self-perception; and ability. Interestingly none of the parents used the term ethics and only one parent used the term moral twice.
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