Course Syllabus

Neuroethics

Faculty

	Bettina Hornbøll Borch Ph.D. (Neuroscience, University of Copenhagen, 2017), MSc. (Neurobiology, University of Copenhagen, 2006), BA (Biology, University of Copenhagen, 2004). Has been conducting neuroscience research for approx. 10 years, investigating emotion processing in the brain using imaging. With DIS since 2012.
	Elise Schiøler Cand. phil., MA (philosophy, University of Copenhagen). External lecturer in medical ethics, theory of science, and philosophy of health technologies, University of Copenhagen, 2007-. External lecturer in theory of science, scientific method and argumentation analysis at The Defense College, 2012-17. With DIS since 2011.

Course Description

As neuroscience expands our understanding of neural processes, core ideas and phenomena related to our selfperception such as character traits, personal values, moral assessments, and free will, are in need of reconsideration. This opens new fields for concerns and ethical considerations.

To fully understand the challenges faced, these considerations should not only consist in revisiting and -defining philosphical core concepts regarding our identity as human beings, but must also understand the way that neurotechnologies achieve new understanding of- and affect neuro processes. Therefore this course crosses disciplines and is taught by both a neurobiologist and a philosopher. This also allows us to cover both of the two mainfields within neuroethics: Ethics of neuroscience and Neuroscience of ethics.

Among others, we will cover topics like neuroenhancement, neuromarketing, brain privacy from both philosphical and neuroscientific perspectives. In addition, we will also discuss how neurotechnologies can be properly evaluated – and by whom.

Expected Learning Outcomes

By the end of this course you will be able to appreciate the possibilities and acknowledge the limitations in getting to understand ourselves as human beings through a neuroscientific perspective: to specify what kind of questions that can be asked meaningfully, and what the explanatory scope within neuroscience is. To enable these assessments, the course introduces various ethical approaches, as well as moral principles within research, public health policy, business and more.

In sum, the course teaches critical thinking about neuroscience and ethics, and is directed at students with interest in research, business, public health, and other societal matters.

Required Readings

• Audi, Robert, "Virtue Ethics as a Resource in Business", Business Ethics Quarterly 22:2 (April 2012); ISSN 1052-150X pp. 273–291
  DOI: 10.5840/beq201222220
• Banja, J.D., "Moral Reasoning", ch. 19 in Johnson, L.S.M., et al. (eds.), The Routledge Handbook of Neuroethics, Routledge 2018.
• Beauchamp, T. & Childress, J., Principles of Biomedical Ethics, ch. 2&4, OUP 2013.
• Beauchamp, T. & Childress, J., Virtue Ethics, pp. 375-85 in "Moral Theories", ch. 9 in Principles of Biomedical Ethics, OUP 2013.
• Beauvais M. J. S. et al. (2021). A marathon, not a sprint – neuroimaging, Open Science and ethics. NeuroImage 236 (2021) 118041
• Christen, M., Müller, S.: "The Ethics of Expanding Applications of Deep Brain Stimulation", ch. 4 in Johnson, L.S., Rommelfanger, K.S. (2018). The Routledge Handbook of Neuroethics, Routledge.
• Courtney K.E., and Ray L.A., (2014) Methamphetamine: An Update on Epidemiology, Pharmacology, Clinical Phenomenology, and Treatment Literature". Drug Alcohol Depend. 2014 October 1; 0: 11–21. doi:10.1016/j.drugalcdep.2014.08.003.
• Daubner et al., (2020). "Pharmacological Neuroenhancement: Current Aspects of Categorization, Epidemiology, Pharmacology, Drug Development, Ethics and Future Perspectives". Neural Plasticity, Volume 2021, Article ID 8823383, 27 pages, https://doi.org/10.1155/2021/8823383
• Dennett, D. "Conditions of Personhood" in Goodman, M.F. (1988) What is a Person? The Humana Prss Inc.
• Earp, B.D., Douglas, T., Savulescu, J., "Moral Neuroenhancement", ch. 11 in Johnson, L.S., Rommelfanger, K.S. (2018). The Routledge Handbook of Neuroethics, Routledge.
• Ereshefsky, M. (2009). "Defining 'health' and 'disease'", Studies in History and Philosophy of Biological Sciences 40 (2009) 221-227
• Giere et al. 2006. "Understanding and evaluating theoretical hypotheses" ch. 2 i Understanding Scientific Reasoning, Cengage Learning.
• Hardcastle, V.G.: "My Brain Made Me Do It?" ch. 12  in Johnson, L.S., Rommelfanger, K.S. (2018). The Routledge Handbook of Neuroethics, Routledge.

• Hare, R.M. (1998). "A Utilitarian approach" in A Companion to Bioethics Blackwell Publishing Ltd.

• Kovács, J. (1998). "The concept of health and disease" in Medicine, Health Care and Philosophy 1: 31-39,
  
• Mandik, P., (2023). This is Phisosophy of Mind: An Introduction (2nd ed.), ch. 6, 12, & 15. Wiley Blackwell.
• Okasha, S. (2016) "Scientific inference" and "Realism and anti-realism" in Philosophy of Science. A Very Short Introduction. OUP
• Prusiner, S. (1995). "The Prion Diseases" in Scientific American, Vol. 272, No. 1 (JANUARY 1995), pp. 48-51, 54-57. Scientific American, https://www.jstor.org/stable/10.2307/24980137

• Rachels, J., "Are There Absolute Moral Rules?" & "Kant and Respect for Persons" in The Elements of Moral Philosophy Random House, 1986. ISBN: 9780078038242

• Rachels, J., "Ethical theory and bioethics" in A Companion to Bioethics Blackwell Publishing Ltd., 1998 ISBN: 9780631230199
• Rachels, J. & S. (2012). "Virtue Ethics", ch. 12 in The Elements of Moral Philosophy (7th ed.), McGraw-Hill.
• Wendler, D., "The Ethics of Clinical Research", The Stanford Encyclopedia of Philosophy (June 2021 Edition), Edward N. Zalta (ed.), URL = <https://plato.stanford.edu/archives/win2017/entries/clinical-research/>. Section 1-4
• White, Stuart, "Social Minimum", The Stanford Encyclopedia of Philosophy (Winter 2021 Edition), Edward N. Zalta (ed.), URL = <https://plato.stanford.edu/archives/win2021/entries/social-minimum/>. Section 1.1
  
• World Conference on Research Integrity (2010), 'The Singapore Statement on Research Integrity'
• World Medical Association (2013) "Declaration of Helsinki: Ethical Principles for Medical Research Involving Human Subjects." World Medical Association Clinical Review & Education. Url: http://www.wma.net/en/20activities/10ethics/10helsinki/DoH-Oct2013-JAMA.pdf

Along with current scientific literature within the fields, as well as other publications e.g. news articles that are relevant for the discussion in class based on the neuroethics topics chosen by the students. For further inquiries on this additional literature, please don't hesitate to take contact to the relevant instructor.

Some examples of sources of such additional (and still required) readings:

• Baum, M.L. (2016). The Neuroethics of Biomarkers. Oxford University Press.
• Dubljevic, V., Jotterand, F., Jox, R.J., Racine, E. (eds.) (Forthcoming). Advances in neuroethics. Springer.
• Gallagher, S., Zahavi, D. (2012). The phenomenological mind, 2nd ed. New York, NY. Routledge.
• Illes, J. (2017). Neuroethics - anticipating the future, 1st ed. Oxford University Press.
• Johnson, L.S., Rommelfanger, K.S. (2018). The Routledge Handbook of Neuroethics, Routledge.
• Kriegel, U. (ed.) (2014). Current controversies in philosophy of mind. Routledge.
• Levys, N. (2010). Neuroethics - Challenges for the 21st century. Cambridge University Press.
• Liao, S.M. (2016). Moral Brains. The Neuroscience of Morality. Oxford University Press.
• Liao, S.M., O'Neil, C., (eds.) (2017). Current controversies in bioethics. Routledge.
• Offit P.A. (2017). Pandoras Lab. National Geographic
• Racine, E., Aspler, J. (eds.) (2017). Debates About Neuroethics. Springer

Please note that the course draws on scientific literature from both philosophy and neuroscience traditions.

Approach to Teaching

Each of the classes will present some measure of lecturing, ensuring that the required academic concepts and theories are 'clear and distinct'. However, current dialogue and partner-, group-, as well as class discussions will be prevalent.

Good teaching is a co-operation. As we in class combine brief lectures with partner reflections, group work and class discussions, for a fruitful course it is paramount that all participants show up well prepared to take active part in the dialogues.

Field Studies and Guest Lecturers

Field studies serve to complement your course work by placing you in other contexts than class in order to compare, extend, and rethink what has been (or will be) read and discussed in class.

Evaluation

Students will be evaluated continuously throughout the semester, both individually and as taking part in group work - see below. 

Grading 

Policies

Laptops in class: You may use your laptop for note‐taking or fact‐checking. Usage not related to the class or our subject is unacceptable. We will rely on your integrity and your respect for our objectives. If you are using your laptop for reasons not related to class, your class participation grade will be reduced significantly as you will be marked as absent for the entire class period.  A good learning environment requires as little disturbance as possible, and that everyone is present, prepared, and participating.

Academic Regulations  

Please make sure to read the Academic Regulations on the DIS website. There you will find regulations on: 

• Course Enrollment and Grading  
• Academic Expectations and Honor Code 

Course content

Throughout the course we will dive into four major themes: Neuroenhancement, Diagnostics and moral responsability, Brain implants, as well as Neuromarketing and Manipulation of behavior. 

  DIS - Study Abroad in Scandinavia - www.DISabroad.org