Abstract
Recent developments in neuroscience have enabled technological advances to modulate cognitive functions of the brain. Despite ethical concerns about cognitive enhancement, both individuals and society as a whole can benefit greatly from these technologies, depending on how we regulate their use. To date, regulatory analyses of neuromodulation technologies have focused on a technology itself – for instance, the U.S. Food and Drug Administration regulation of a brain stimulation device – rather than the use of a technology, such as the use of a brain stimulation device at work or school. Given that some forms of cognitive enhancement have already started to penetrate the general public’s everyday life, we should begin our discussion on potential regulatory issues regarding their use in various real-world situations. The goal of the article is to fill the gap by providing an analytic framework to examine these regulatory issues. More specifically, it aims to illustrate the issues around respecting autonomy and preventing coercive use of cognitive enhancement. The proposed framework categories the real-world settings where a neuromodulation technology can be used for cognitive enhancement based on two criteria – who is subjected to cognitive enhancement and who imposes cognitive enhancement. Based on this framework, the article analyzes regulatory issues arising out of every combination of subject/imposing party by taking one example case. Focusing on the regulations in the U.S., this analysis shows the current lack of adequate safeguards against the coercive use and calls for more attention from government agencies and researchers to develop sound policies regarding current and potentially more widespread use of cognitive enhancement.
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21 C.F.R. § 882.5805 (2018).
Parham v. J.R., 442 U.S. 584 (1979).
Meyer v. Nebraska, 262 U.S. 390 (1923).
This is a claim that has generated disagreement among scholars. In the context of genetic engineering, there has been an extensive discussion about whether there is a normative difference between parental genetic selection (or enhancement) of an embryo and parental environment shaping for an existing child (i.e., education) (Gheus A. 2017. Parental genetic shaping and parental environmental shaping. The Philosophical Quarterly 67(267): 263–281. https://doi.org/10.1093/pq/pqw064; Agar, N. 2004. Liberal Eugenics: In defense of human enhancement. Oxford: Blackwell). On the other hand, with respect to the types and uses of neuromodulation technology discussed in the paper, others have argued that the use of these technologies is not essentially different from traditional methods of enhancement (Greely, H. T. 2010. Enhancing brains: what are we afraid of? Cerebrum 2010:14; Buchanan, A. 2011. Cognitive enhancement and education. Theory and Research in Education 9(2):145–162. https://doi.org/10.1177/1477878511409623).
42 U.S.C. §5106 g (2012).
Cal. Fam. Code § 7507, § 7824 (West 2008).
Cal. Penal Code §273a (West 2008).
Cal. Penal Code §273d (West 2008).
Hoadley v. Allen, 291 Cal. App. 468 (1930).
Cal. Educ. Code § 49,000–49,001(West 2008).
Cal.Welf. & Inst. Code § 725 (West 2008).
Cal.Welf. & Inst. Code § 727 (West 2008).
Cal.Welf. & Inst. Code § 731(1) (West 2008).
Cal.Welf. & Inst. Code § 729.10 (West 2008).
In re Anthony M., 116 Cal. App. 3d 491 (1981).
E.g. Civil Rights Act of 1964, Pub. L. No. 88–352, 78 Stat. 241 (codified as amended in scattered sections of 2 U.S.C., 28 U.S.C., and 42 U.S.C.); Age Discrimination in Employment Act (ADEA) of 1967, 29 U.S.C. §§ 621–634 (2012); Americans with Disabilities Act (ADA) of 1990, 42 U.S.C. §§ 12,101–12,213 (as amended) (2012); Cal. Gov’t. Code §§ 12,900–96 (West 2008).
U.S. Dep’t of Army, Reg. 350–1, Army Training and Leader Development §1–10(1) (2014) [hereinafter AR 350–1].
AR 350–1 §3–56.
AR 350–1 §3–57.
Id.
U.S. Dep’t of Army, Reg. 600–20, Army Command Policy §4–2 (2014) [hereinafter AR 600–20].
AR 600–20 §4–6.
10 U.S.C. § 815 (2012); U.S. Dep’t of Army, Reg. 27–10, Military Justice §3–9 (2011) [hereinafter AR 27–10].
AR 27–10.
10 U.S.C. § 938 (2012).
AR 600–20 §5–4. f(2)(a), f(2)(b).
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I am grateful to my advisor Professor Hank Greely for his guidance, encouragement, and comments on the earlier drafts of this paper.
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Jwa, A.S. Regulating the Use of Cognitive Enhancement: an Analytic Framework. Neuroethics 12, 293–309 (2019). https://doi.org/10.1007/s12152-019-09408-5
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DOI: https://doi.org/10.1007/s12152-019-09408-5