Public Attitudes Towards Moral Enhancement. Evidence that Means Matter Morally




To gain insight into the reasons that the public may have for endorsing or eschewing pharmacological moral enhancement for themselves or for others, we used empirical tools to explore public attitudes towards these issues. Participants (N = 293) from the United States were recruited via Amazon’s Mechanical Turk and were randomly assigned to read one of several contrastive vignettes in which a 13-year-old child is described as bullying another student in school and then is offered an empathy-enhancing program. The empathy-enhancing program is described as either involving taking a pill or playing a video game on a daily basis for four weeks. In addition, participants were asked to imagine either their own child bullying another student at school, or their own child being bullied by another student. This resulted in a 2 × 2 between-subjects design. In an escalating series of morally challenging questions, we asked participants to rate their overall support for the program; whether they would support requiring participation; whether they would support requiring participation of children who are at higher risk to become bullies in the future; whether they would support requiring participation of all children or even the entire population; and whether they would be willing to participate in the program themselves. We found that people were significantly more troubled by pharmacological as opposed to non-pharmacological moral enhancement interventions. The results indicate that members of the public for the greater part oppose pharmacological moral bioenhancement, yet are open to non-biomedical means to attain moral enhancement. [248 words].Electronic supplementary materialThe online version of this article (doi:10.1007/s12152-017-9340-9) contains supplementary material, which is available to authorized users.
机译:为了了解公众可能为自己或他人认可或避免药理道德增强的原因,我们使用了经验工具来探索公众对这些问题的态度。来自美国的参与者(N = 293)是通过亚马逊的Mechanical Turk招募的,并被随机分配来阅读几种对比小插图之一,其中一个13岁的孩子被描述为在学校欺负另一名学生,然后给予同情心-增强程序。移情增强程序被描述为涉及服用药丸或每天玩电子游戏四个星期。此外,要求参与者想象自己的孩子在学校欺负另一名学生,还是自己的孩子被另一名学生欺负。这导致了2×2主体间设计。在一系列日益严峻的道德挑战性问题中,我们要求参与者对计划的总体支持进行评分。他们是否支持要求参与;他们是否会支持要求高风险儿童的参与将来成为欺负者;他们是否支持要求所有儿童甚至整个人口参与;以及他们是否愿意自己参加该计划。我们发现,与非药理道德增强干预措施相比,药理学困扰人们的可能性要大得多。结果表明,公众在很大程度上反对药理道德生物增强,但对非生物医学手段开放以实现道德增强。 [248字]。电子补充材料本文的在线版本(doi:10.1007 / s12152-017-9340-9)包含补充材料,授权用户可以使用。



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