In this thesis, I examine the extent to which moral enhancement, the biomedical alteration of an individual’s disposition to act according to good or bad motives, will in uence his capacity for selfgovernance. Following a discussion of the salient features of moral enhancement, a plausible list of conditions against which to measure the compatibility of moral enhancement with personal autonomy is expounded. e core elements of moral enhancement are weighed against these conditions in order to establish the ways in which (...) these core elements are compatible with the conditions of personal autonomy. I argue that moral enhancement need not lead to a diminishment of personal autonomy, provided it serves merely as a mechanism to help an agent overcome the deterministic limitations that prevent him from bringing his lower-order desires into conformity with the higher-order desires that he has arrived at through independent, thoughtful deliberation. (shrink)

An education that does not recognise schools as places for the mere transmission and assimilation of knowledge, but as places for critical and creative inquiry, is quality education. Philosophising with children in schools assumes that children are actively and deliberately encouraged in seeking responses to the questions about reality they raise at a very early age. The practice of philosophy is undoubtedly one of the underpinnings of a quality education for all. By contributing to opening children‘s minds, building their critical (...) reflection and autonomous thinking, philosophy contributes to the protection against manipulation and exclusion at the hands of adults. If education in general must open up to children the maps of an intricate world in a continuous state of tension, then philosophy is a compass for navigating that world. Hence children, irrespective of their geographical location and regardless of their social milieu or state of development of their country, deserve to be equipped with the tools so motivated for. Using conceptual analysis as a tool, I explore the Lipman method of Philosophy for Children by presenting a case for an African perspective of the same. I situate doing philosophy with children in the context of the African philosophy debate. While Lipman‘s model provides the case for the role of rational, logical and systematic thinking in children, the African background promises the raw materials on which the said instruments work. I therefore settle for a hybridised Philosophy for Children programme that marries the universalist and the particularist views of doing philosophy. I argue that the traditional African notion of community plays a significant role in our understanding of the community of inquiry as pedagogy of doing philosophy with children. Embedded in African ―community‖ is the concept of ukama qua relationality, which constitutes a keystone in the envisaged African perspective of Philosophy for Children. I conclude that doing philosophy with children in schools in Africa contributes to the interpretation of the cultural, economic and circumstances of the African situation. (shrink)

In this research report I examine the current approaches to the design of technology against the development of the Golden Shield project, as undertaken by the Chinese government. The Golden Shield technology is designed to control all forms of electronic communication, including social media technologies. I argue that the current approaches to the design of technology are inadequate. There is a need to include moral values as a consideration in the design of social media technologies, specifically when human well-being is (...) impacted. I offer the capabilities approach as a solution that the designers of technology ought to consider as an option when designing technology as this approach defines conditions for human well-being. I define informational freedom as a capability. Excluding informational freedom in the design of social media technology leads to the user of the technology suffering harm as they are unable to fulfill the capability of informational freedom. (shrink)

The purpose of this study was to explore the childbirth narratives of first-time mothers in order to understand and describe the ways in which experiencing birth for the first time shaped their personal identities and identities as women. The study was guided by a qualitative postmodern research approach and involved conducting in-depth interviews with eight South African first-time mothers. The narrative accounts of these mothers were then analysed in two stages in order to present the findings. Firstly, using a holistic-content (...) narrative analysis approach, significant themes that emerged from the data analysis were contextualised and organised in relation to the holistic accounts and interpretations of participants’ experiences in order to present how their personal identities were shaped through the experience of giving birth for the first time. Secondly, by conducting a qualitative thematic content analysis, shared common themes emerging from participant’s narratives were presented to understand in what ways individual elements interrelated to all participants’ identities in general, with a focus on female-gender identity. The findings reinforce the message that women’s personal and shared social identities are indeed significantly shaped by their first time childbirth experiences. These findings lend voice to women’s experiences and may serve to deepen insight for individuals and professionals working with perinatal women. (shrink)