The ethics of human enhancement: towards an augmented society?

The ethics of human enhancement: towards an augmented society?

Presentation

Imagine a future where human abilities can be infinitely enhanced through neuroscience, bionic prostheses, and artificial intelligence. But at what cost? This project invites students to step into the shoes of researchers, philosophers, and policymakers to explore the ethical, social, and scientific implications of these revolutionary technologies. Students will confront a crucial question: how far can we go in human enhancement without altering what makes us human? Through an interdisciplinary inquiry, they will design a "Bioethics Code" for the future, supported by scientific, philosophical, and cultural arguments, and present it at a final conference open to the school community and experts.

Detailed structure and interdisciplinary teaching

1. Science (STEM)

Neuroscience and human biology: Study brain functions and the impacts of neurotechnologies (brain implants, brain-computer interfaces).

Activity: Conduct experiments on brain plasticity (memory tests before and after exposure to accelerated learning techniques).

Key competency: Scientific analysis of physiological impacts of technologies.

Technology and engineering: Discover the technical principles behind bionic prostheses and augmentative devices (e.g., exoskeletons).

Activity: Build a simple exoskeleton model using recycled materials or 3D model an augmentative technology.

Key competency: Technological innovation and prototyping.

2. Philosophy and humanities

Bioethics: Study ethical dilemmas related to human enhancement (social justice, identity, consent).

Activity: Structured debates: "Should cognitive implants be allowed to enhance academic performance?"

Key competency: Critical thinking and ethical argumentation.

History: Compare technological evolutions throughout history (from traditional medicine to current biotechnologies).

Activity: Research past medical revolutions and controversies (e.g., vaccines, genetic engineering).

Key competency: Historical contextualization and connection to current developments.

3. Languages (English and second language)

Research and writing: Write a synthesis report in English on the opportunities and dangers of augmentative technologies.

Activity: Analyze scientific articles and case studies in English; create an article for a fictional scientific journal or a TEDx-style presentation.

Key competency: Mastery of written and oral communication in English.

Oral expression: Present project conclusions at a simulated conference or a "UN of bioethicists" event.

Activity: Work on persuasive speaking in English through speeches and debates.

Key competency: Effective public communication in a foreign language.

4. Arts and design

Visual creation: Produce a poster or video illustrating ethical dilemmas related to augmentative technologies.

Activity: Develop impactful designs to raise awareness on a specific bioethical issue (e.g., equal access to technologies).

Key competency: Creativity and visual communication.

Theater/role play: Stage a mock trial where a genetically modified individual defends their right to equality.

Activity: Develop scenarios, dialogues, and role plays in teams.

Key competency: Empathy and ability to defend diverse viewpoints.

5. Mathematics and economics

Economic analysis: Study potential inequalities caused by unequal access to augmentative technologies.

Activity: Create an economic model comparing costs and benefits of technologies across countries.

Key competency: Use of statistics and economic modeling.

Statistics: Analyze data on technological advances in medicine and their global impacts.

Activity: Conduct a local survey on students’ and teachers’ perceptions of human enhancement.

Key competency: Data analysis and statistical visualization.

6. Technology

Programming and AI: Simulate an augmentative artificial intelligence for learning or cognitive assistance.

Activity: Use tools like Scratch, Python, or Dialogflow to develop a mini-application simulating an enhanced assistant.

Key competency: Technological development and understanding AI fundamentals.

Final product

Students will present their "Bioethics Code for augmentative technologies" at a final conference, featuring:

• A detailed bilingual report (French and English).

• An exhibition of prototypes and artistic creations.

• Simulated public debates defending their conclusions.

• A digital campaign (video, website) to raise awareness on technological justice.

Evaluation

• Formative: Logbook to track personal reflections and research.

• Summative: Assessment of the final report, prototype/design, and performance during debates/conferences.

• Self- and peer evaluation: Students reflect on their progress and receive peer feedback.

This project offers students a rich and nuanced understanding of the ethical, scientific, and cultural issues surrounding augmentative technologies while developing key skills for their future.