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The effect of cognitive enhancement on the legal responsibility

100%
Girdwoyń A.
Nauka
|
2020
|
issue 2
EN
The growing popularity of so-called cognitive enhancement technologies raises questions about their impact on the sphere of individual legal responsibility. This article examines the issue of whether, in a situation where a surgeon, prone to making a fatigue-related medical error, refuses to undergo a safe cognitive enhancement before surgery, the surgeon can be attributed liability for damages. The answer to this question is negative, however, as indicated in the article, the impossibility of attributing damages is a result of (1) the lack of professional guidelines requiring doctors to undergo cognitive enhancement; (2) the lack of scientific evidence that the use of such measures results in the elimination of fatigue and reduces the risk of error. As a result, the negative answer to the analyzed question is not determined by the solution of the model of liability for damages adopted in Polish law, but rather by the current state of research on cognitive improvement. This gives the analysis a universal character and makes it possible to relate the method adopted in it to new results of research on means of cognitive enhancement if any.
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The Future of Education in the Context of Cognitive Enhancement Practices

100%
Bugajska A.
Multidisciplinary Journal of School Education
|
2020
|
issue 17
83-99
EN
The exponential growth of technological advancements creates an environment in which the traditionally conceived cognitive enhancement – education – must constantly redefine itself in the face of the invasive presence of A.I., the social media and various biotechnologies that strive to augment the effect-oriented performance. Whereas on the conceptual level there is a visible shift from the static to flow-modelled education, and the rising trend to invest in the skills like flexibility and creativity, not many of emerging technologies are seriously considered as educational tools. The paper looks into the varieties of cognitive enhancement within educational context. Of major concern are the already available technologies of collective intelligence and nootropics, as well as experimental dowloadable learning. I review the problems occasioned by these technologies, as well as the existing solutions, which tend to incorporate rather than exclude the possibilities of radical cognitive enhancement.
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Knower at Risk: Updating Epistemology in the Light of Enhanced Representations

88%
Tomczyk B.
Studia Semiotyczne
|
2021
|
vol. 35
|
issue 1
35-54
EN
The epistemological consequences of the increasing popularity of artificial cognitive enhancements are still confined to the margins of philosophical exploration, with priority given instead to ethical problems requiring urgent practical solutions. In this paper, I examine the less popular, yet still important, problem of the threats to which the very knowledge-forming process is exposed when its subject uses artificial cognitive enhancers. The theory of knowledge I call upon is borrowed from virtue epistemologists who, together with proponents of active externalism, seek to define the conditions that will protect artificially enhanced agents from a loss of epistemic agency. I invoke three such conditions (authenticity, integration and reciprocal causation), rejecting the last one. Incorporating active externalism into virtue epistemology points to the possibility of treating extended systems, composed of humans and artifacts, as extended subjects of knowledge. In the final part, however, I present two arguments against such an extension of epistemic agency.
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