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1

Cyborgsportpersons: Between Disability and Enhancement

100%
Pérez Triviño J. L.
Physical Culture and Sport. Studies and Research
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2013
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vol. 57
|
issue 1
12-21
EN
The cyborgization of sport has occupied a noticeable role in the fields of sport and medicine in recent years due to the fact that this issue calls into question the very foundations of contemporary sport. As a result, it gives rise to doubt about whether cyborg athletes should be able to take part in different athletic competitions, and if they are allowed, under what circumstances. After examining the impact of enhancing implants and prosthesis in sport, I have considered which objections can be raised to this particular sort of enhancement. In this regard, I think that several aspects have to be taken into account: 1. The possibility of producing severe harm to the athletes; 2. The effect it has on equality among athletes when the improvement grants an obvious advantage; 3. The dehumanization of sport, and 4. The aesthetic problem My position has been to temper the “moral panic” that some may feel given the progressive (and future) use of enhancing implants and prosthesis as used by (cyborg)athletes.
2
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The enhancement of self-directedness in the studies of English books for specific purposes: an analysis of ESP study books

88%
Kildė L.
Journal of Education Culture and Society
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2022
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vol. 13
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issue 1
189-200
EN
Aim. It has been acknowledged by research that self-directedness proves to be fundamental in learning processes. Despite the fact that self-directedness is vital in the perspective of lifelong learning, there is an insufficient amount of known research that focuses on enhancing self-directedness in the studies of English for Specific Purposes (ESP). In order to expand the body of knowledge in this field, the aim of this work is to establish the types of tasks used in ESP study books which contribute to learners’ self-directedness. Methods. The study employs the methods of relevant literature analysis and comparative analysis of three ESP study books published by Oxford University Press, Pearson Education Limited and Macmillan, which are designed for the intermediate and upper-intermediate students of Business English. Results and conclusion. The comparison shows that the analysed ESP study books contribute to the enhancement of self-directedness through a communicative type of tasks (reading, vocabulary building, speaking, listening activities), which correlates with the categories of Remembering, Understanding, Applying, Analysing, Evaluating, and Creating of Bloom’s Revised Taxonomy by Lorin Anderson and David Krathwohl (2001). Thus, the findings allow to conclude that reading, vocabulary building, speaking, and listening tasks provided in the three ESP study books are designed to develop not only learners’ linguistic competences, but also their self-directedness. Cognitive value. Understanding the types of tasks that encourage learners to transition from low-order thinking skills to high-order thinking skills, which enables them to self-direct their learning, may be of fundamental importance in the studies of English for Specific Purposes.
3
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Searching for Bioethical Prescriptions in a Moral Lab

75%
Soniewicka M.
Ethics in Progress
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2015
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vol. 6
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issue 1
199-210
PL
The paper reviews the book written by F.M. Kamm, entitled Bioethical Prescriptions: To Create, End, Choose, and Improve Lives (published in Oxford: Oxford University Press in 2013, pp. 599). Kamm is one of the most prominent analytical philosophers in moral philosophy, known from such works as Intricate Ethics (2007). She defends the rights-based approach to ethics and is also famous from constructing multilayered moral dilemmas. The review poses methodological questions, of whether scientific-like thought experiments performed in a moral lab, and the Method of Hypothetical Cases are able to transform our ethical dilemmas and provide any solutions. In the final part of the review, the first chapter of the book on Tolstoy’s essay (The Death of Ivan Ilych) is discussed in more detail.
4
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Beyond instructed L2 grammar acquisition: Theoretical insights and pedagogical considerations about the role of prior language knowledge

75%
Angelovska T.
Studies in Second Language Learning and Teaching
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2017
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vol. 7
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issue 3
397-417
EN
The prior language knowledge of learners for whom the target language is not the first foreign language poses a different starting learning situation that should merit pedagogical attention. The present paper seeks to contribute to the question of which pedagogical considerations can be made in regard to the role of prior language knowledge beyond instructed L2 grammar acquisition. Moreover, it fills a significant gap expanding the limited existing pedagogical options that instructors have at their disposal when it comes to teaching in classrooms where one foreign language is simultaneously chronologically first to some and second to others. Starting with (combinations of) existing theoretical accounts and associated pedagogical aspects (such as explicit information, negative evidence, metalinguistic explanations, grammar consciousness raising, and input enhancement), a recently developed method (Hahn & Angelovska, 2017) is discussed. The method acknowledges equally the three phases of input, practice and output and is applicable in instructed L2 grammar acquisition and beyond.
5
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Ocena jakości kształcenia w Polsce – problemy i rekomendacje

54%
Brdulak J.
Nauka i Szkolnictwo Wyższe
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2016
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issue 2(48)
81-94
EN
The main objective of this paper is to initiate a discussion on the system of quality evaluation of HEIs (Higher Education Institutions) in Poland. The author of this article points out that the current solutions applied within the field of Polish higher education concerning the assessment of the quality of HEIs are built without a reference to a strategic (long-term) vision. So it seems necessary to answer the following questions: 1) What is the profile of PKA (Polish Accreditation Committee)? Should it be the office controlling the HEIs? Or an expert unit enhancing the process of teaching at universities? 2) If PKA would became an expert unit, would it become a dangerous gap in the control system of HEIs that will increase the number of “diploma mills”? 3) Who within the Polish higher education system should take care for the control and quality assessment? The author presents the idea of creation of an unit that would deal professionally with the quality control in higher education - similar to the Financial Supervision Commission or the Office of Competition and Consumer Protection. The article uses ethnographic research conducted by the author. This article has been written with reference to the legal status of November 1st, 2016.
PL
Głównym celem tego opracowania jest zainicjowanie dyskusji nad kształtem systemu oceny jakości w Polsce. Obecne rozwiązania w obszarze szkolnictwa wyższego dotyczące oceny jakości kształcenia budowane są bowiem bez strategicznej, tzn. długookresowej wizji. Konieczne tym samym staje się udzielenie odpowiedzi na nastepujące pytania: 1) Jaki ma być profil działalności PKA? Czy ma to być urząd kontrolujący uczelnie, czy też ekspercka jednostka doskonaląca procesy kształcenia na uczelniach? 2) Czy w momencie przejścia PKA na poziom jednostki eksperckiej nie powstanie niebezpieczna luka w systemie kontroli uczelni, co spowoduje zwiększenie liczby uczelni „sprzedających dyplomy”? 3) Kto w naszym systemie szkolnictwa wyższego powinien zająć się kontrolą, a kto zarządzaniem jakością? Warto także rozważyć pomysł stworzenia jednostki, która profesjonalnie zajmowałaby się kontrolą w szkolnictwie wyższym – analogicznej do Komisji Nadzoru Finansowego czy Urzędu Ochrony Konkurencji i Konsumentów. W artykule zostały wykorzystane etnograficzne badania własne. Uwzględniono w nim stan prawny z dnia 1 listopada 2016 r.
6

Teologia i etyka a transhumanizm

51%
Nowosad S.
Roczniki Teologii Moralnej
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2013
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vol. 5(60)
59-81
EN
Contemporary transformation and disintegration of man is manifested in many ways. One of the most compelling is transhumanism understood as a philosophy (ideology) based on a conviction that man can be enhanced using technological means. It is the modem progress of science and technology, particularly biotechnology, that for transhumanists makes the pursuit for human enhancement necessary. Thus, human beings are perceived as a transitional species in human history leading to the posthuman future when posthumans will become resistant to disease, to aging etc. From the Christian theological perspective transhumanism is criticized as a project entirely secular, promising a happy life and "ageless bodies” on earth. Not fewer criticisms come from the ethical perspective. In the posthuman world ethics seems to be entirely relativized and even disintegrated due to its subordination to utilitarianism and eugenic purposes. What is particularly troubling is the idea that "the genetically enhanced will take advantage of the unenhanced”. The whole transhumanist ideology is the concept in which the giftedness of human life is fundamentally denied and man aspires to be self-sufficient and in control of his future. Transcendence is entirely rejected and replaced by biotechnological future.
7
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Czy biomedyczne doskonalenie ludzkiej natury jest „zabawą w Boga”?

51%
Ferdynus M.
Studia Warmińskie
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2013
|
issue 50
9-22
PL
Biomedyczne doskonalenie człowieka jest jednym z najbardziej ekscytujących ale zarazem problematycznych obszarów rozwijającej się nauki. Autor artykułu przywołuje różne koncepcje i konteksty rozumienia terminu enhancement, wskazując jednoczenie na trudności interpretacyjne, które w następstwie mają istotny wpływ na rozróżnienie między ingerencjami terapeutycznymi i nieterapeutycznymi. Ostateczne analizy pokazują, że termin enhancement można zdefiniować jako doskonalenie natury ludzkiej, które wykracza poza cele medycyny. Taka perspektywa odwołuje czytelnika do jednego z wielu argumentów wysuwanych współcześnie przeciw propozycjom użycia technologii w celu transformacji ludzkiej natury. Chodzi tu o argument zarzucający człowiekowi przejmowanie roli Boga (playing God). Przejaw przesadnego mniemania o posiadanej wiedzy (brak kompetencji), a także ludzka pycha, stają się przyczyną "zabawy w Boga". Taka postawa prowadzi do dehumanizacji. Chcąc jej uniknąć, należy przyjąć, że człowiek (podmiot), powinien być traktowany zawsze jako cel, a nie tylko jako środek, wszelkich biomedycznych interwencji.
EN
Biomedical enhancement of humans is one of the most exciting and problematic areas of developing science. The author of the article evokes various concepts and contexts of understanding of the term enhancement, simultaneously indicating interpreting problems which have hence a significant impact on the distinction between therapeutic and non-therapeutic interferences. The final analysis shows that the term enhancement may be defined as improvement of human nature that goes beyond purposes of medicine. This perspective refers the reader to one among many arguments being raised nowadays against proposals to use technology with the aim of transformation of human nature. This is the argument accusing one in adopting the role of God (playing God). Manifestation of undue conviction of acquired knowledge (lack of competence) as well as human pride become the reasons for “playing God”. The attitude leads to dehumanization. Instead of it one should assume that a person (subject) should be always treated as an end and not merely as means of any biomedical intervention.
DE
Der Autor erinnert an verschiedene Konzepte und Kontexte, die deutlich machen, wie der Begriff enhancement zu verstehen ist, und zeigt die Schwierigkeiten bei dessen Interpretation auf. Die letzte Analyse zeigt, dass man den Begriff enhancement als die Verbesserung der menschlichen Natur definieren kann, die über die Ziele der Medizin hinausgeht. Der Autor erinnert auch an das Argument „des Spielens der Rolle von Gott“. Als Ursache nennt er dabei eine übertriebene Vorstellung des Wissens sowie menschlichen Stolz. Diese Haltung führt zu einer Entmenschlichung.
8
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Is Pedagogy Transhuman? Reflections on the Relationship Between Pedagogy and Transhumanism

51%
Hebert E., Damberger T.
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2017
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vol. 20
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issue 1
41-56
EN
The following contribution aims at discussing the role of pedagogy against the background of a time in which limits are overcome through the use of new technologies. It is argued that pedagogy is in some way itself always related to both the recognition, as well as the overcoming, of limits. This can be seen first of all in the fact that both a recognition of the limit of the self as well as (or rather in differentiation to) a limit of the other are necessary in order to recognise oneself in the first place and therefore are essential to the constitution and formation of the self and the world. Secondly, the basic duty of pedagogy could be defined as the forming of human beings through the use of educational tools and by changing the limits that constitute the self. Adhering to this definition would therefore assume that there is a transhuman moment inherent in pedagogy itself.
PL
Niniejszy artykuł podejmuje kwestię roli jaką pedagogika pełni w czasach, w których kolejne granice są przezwyciężane dzięki nowym technologiom. Autorzy argumentują, że w pewnym sensie pedagogika zawsze wiąże się zarówno z uznaniem, jak i przekraczaniem granic. Po pierwsze, świadczy o tym fakt, że zarówno uznanie granic własnej jaźni, jak i granic (bądź raczej odróżnianie się od) innego jest konieczne przede wszystkim w celu autoidentyfikacji. Z tego też powodu uznanie tych granic jest istotne dla konstytuowania i formowania własnej jaźni oraz otaczającego nas świata. Po drugie, podstawowe zobowiązanie pedagogiki może zostać zdefiniowane jako kształtowanie człowieka dzięki narzędziom edukacyjnym i zmianie tych ograniczeń, które konstytuują jaźń. Stosowanie takiej definicji zakładałoby, że w samej pedagogice zawarty jest moment transhumanistyczny.
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