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+--- Thread: Neuroethics (/Thread-Neuroethics)
Neuroethics - Christina - 06-07-2005
Dear forum members,
We are writing a chapter on neuroethics in an upcoming OECD publication and we are hoping to include some practitioners’ comments from this forum. A few related issues are listed below to get you started:
• Brain imaging techniques allow potential disorders to be identified
early in children. While this is wonderful because early identification
enables early treatment, some worry that it could also lead to
disempowering labelling.
•How can we draw a clear line between therapy and enhancement
(for example, with memory drugs)?
We are very interested to hear your thoughts on these and other neuroethical-related topics.
The Word Health Organisation has a Center for Cognitive Liberty and Ethics (CCLE), with a website dedicated to this issue: http://www.cognitiveliberty.org.
Thanks very much for your contributions!
~Christina
Neuroethics - John Nicholson - 06-07-2005
we must not pin everthing on brain image it is only a picture of electrical activity.whole inteligence may never be properly understood
but i think no one here will stop looking
THE VITAL THING IS TO TRANSLATE NEW KNOWLEDGE
INTO BETTER TEACHING
We are clearly wired to turn words into image,
image in action, i feel we can learn most from our imagination,
every idea is philosophy, until we can prove it and turn it into science
Neuroethics - segarama - 08-07-2005
Hi Christina, Bioethics is not only medical but highly political as we know. Neuroimaging for young children may seem like the correct thing to do when considering the number of pediatric tumors especially [gliomas]. If the medical profession were allowed to treat these potential deadly diseases with our embyronic stem cells or other non allowed treatments, then I would say let's seriously consider it.I am also very sensitive to life; and embryonic stem cells are a close call...but maybe, just maybe we need to move forward rather than creating a 'black market' for profit. When my grandson was diagnosed with retinal blastoma at age 1.5, I would have done anything to save his life. We had his eye removed to save his life. If there was a treatment available, but not politically correct, I would most likely find a means to have him treated regardless.
I do not believe in neuroimaging for the sole purpose of teaching with the brain in mind.
Be well,
Rob
Neuroethics - 4th grade teacher - 09-07-2005
[
Quote:I]Brain imaging techniques allow potential disorders to be identified
early in children. While this is wonderful because early identification
enables early treatment, some worry that it could also lead to
disempowering labelling.
•How can we draw a clear line between therapy and enhancement
(for example, with memory drugs)?[/I]
The response from Segarama to the above concerns showed me how differently these can be interpretted. As I read them, I was thinking of students who are the subject of multi discipline teams ( teams of educational specialists) for whom there is concern about the lack of progress in school. Segarama brought up a completely different type of problem, that of deadly diseases. I share his passion for saving the lives of young children, especially now that my own first grandchild will be coming into the world next month. However, I will keep the subject of my reply to the less severe types of disorders that I am more familiar with as an elementary teacher.
My training as a teacher started as a special education teacher. In the thirty years since, I have seen and taught many students categorized as special education students. There are many different types of categories of special education, but the ones I see the most of as a regular classroom teacher are those who are learning disabled.
Learning disabilities has gone through many changes as a category. But even though it is given different requirements by federal law, it still looks the same to a teacher. These are the kids who appear like all the other kids in the lunch room and at recess, but who require different expectations in learning progress. Since all kids want to be accepted by their peers, any difference in their school environment can be seen as a mark against them, even if they are categorized as gifted. So, your concern of disempowering labeling is quite valid. However, since these students are being scrutinized with psychological and academic tests, they are already being subjected to testing, so having a brain scan would only be another piece of data establishing validity.
I have often talked to parents who have children with learning disabilities and listened to their questions of why this happens and how this happens. My usual reply is that they have a different way of making connections in their brains. I tell them I wish we could go inside and see what is going on so I could give parents more information. Now that that is becoming more of a reality, I can see there would need to be a neuroscientist around to explain those findings. But, I do believe that parents, and even students, and certainly educators, would benefit from having more knowledge of what is happening inside the brain of a child who is learning disabled.
Your question of drug therapy is one educators have been involved with for a long time, especially with ADD students. I'm not sure I understand what you mean by the term memory drug though, and if this is something new that people are using, or if it is something possible to begin distributing, or if it is already being used under a different term that I'm already familiar with, like ritalin.
Neuroethics - geodob - 10-07-2005
Hi 4th Grade,
I'm involved with a multitude of different groups covering a broad spectrum of learning disabilities. Where the use of fMRI scans by Parents is becoming a common approach to further defining a problem.
As a result, Neuro-Scientists and Neuro-Psychologists are increasingly the Consultants that Parents turn to.
Yet currently, it is often a case of Parents doing the research and educating the Consultants. Which whilst not a good situation. Is more of a reflection of the multitude of different learning differences/ disorders that exist. Which due to the rapid pace of Research. Continues to expand and deepen daily!
For example, what is termed as Dyslexia, I could easily show as having at least 81 different forms/ labels.
In which case, the Labels become rather meaninglessto Parents and Teachers. In turn, the remediation provided, is focussed on the overarching Definition, rather than the individuals specific situation.
Whilst this may seem to be a criticism of the currrent situation?
Rather it reflects a rapidly developing field of understanding.
Which given its relevance to each and every individual, needs to evolve as a Public Discourse, rather than insulated Academic Discourse.
To an 'understanding', beyond labels.
Afterall, it isn't very helpful for a Teacher to informed by a Parent that their Child has the Dysnemkinphoneidesia form of Dyslexia.
Where a precise explanation of the motor, auditory and visual difficulties is what is required.
Neuroethics - Christina - 11-07-2005
It seems that there is some interest in understanding the neurological underpinnings of learning disorders. If you are interested in this subject, I highly recommend Shaywitz’s Overcoming Dyslexia, which clearly outlines physical manifestations of phonologically-based dyslexia in the brain.
The full citation is:
Shaywitz, S. E. (2003). Overcoming Dyslexia. Random House Inc., NY.
~Christina