Volume 31, Issue 1

With the recent advancements in scientific comprehension of genetics and the decipherment of complex techniques for editing human genomes, liberal eugenics—eugenic ideal premised on the liberal values of autonomy and pluralism that leaves reproductive choices to parents rather than anachronistic statist authoritarian interventions—has inevitably become a polarising conundrum in contemporary liberal societies as to its utility and destructiveness. Focusing on one species of liberal eugenics—namely, genome editing interventions—I contend that liberal eugenics could be harmful—harm herein construed as that which undermines the salient liberal values of equality, autonomy, and pluralism—since it is itself antithetical to the bases of the liberal society. This contention is based upon three premises: first, that individuals are rather seldom rational decision-makers such that leaving all reproductive choices to the whims of individual parents would be immensely counterproductive to future offspring’s right to open future; second, that liberal eugenics—much like its authoritarian antecedent—could intersect with myriad identities, including race, class, sex, disability, and sexual orientation in ways that might exacerbate social divisions, marginalise different groups, and engender homogeneity; and third, that it undermines individual autonomy of the future person as a member of the liberal community, particularly if their capacities and abilities are tailored to fit parents’ specific life projects and putatively reasonable conceptions of the good. The underscored potential malaises of liberal eugenics should, I argue, be discursively negotiated between parents and the state via the development of robust general laws that regulate heritable genome editing interventions to ensure that the welfare of the future persons is prioritised and that the liberal commitment to autonomy is immune to antiliberal perversions.

Humanity faces two fundamental problems of learning: learning about the universe, and learning to become civilized. We have solved the first problem, but not the second one, and that puts us in a situation of great danger. Almost all of our global problems have arisen as a result. It has become a matter of extreme urgency to solve the second problem. The key to this is to learn from our solution to the first problem how to solve the second one. This was the basic idea of the 18th century Enlightenment, but in implementing this idea, the Enlightenment blundered. Their mistakes are still built into academia today. In order to le arn how to create a civilized, enlightened world, the key thing we need to do is to cure academia of the structural blunders we have inherited from the Enlightenment. We need to bring about a revolution in science, and in academia more broadly so that the basic aim becomes wisdom, and not just knowledge.

In a future highly technological society it will be possible to modify the personality using different kinds of technological tools. Consequently, we could become buyers and consumers of personality. As such, personality, which is a core aspect of the self, could turn into a commodity. This article intends to address the following questions: 1) How can new technologies modify personality? 2) Why might personality become a commodity? 3) What is wrong with turning personality into commodity?

This study aims to identify student attitudes to and perceptions of the topical phenomenon of plagiarism at the Faculty of Regional Development and International Studies at Mendel University in Brno, Czech Republic. The paper includes a theoretical framework describing plagiarism, academic ethics and provides a different perspective on plagiarism by many authors. Furthermore, the article presents a semi-structured questionnaire conducted in July 2018 with a sample of 235 respondents. The questionnaire was used in this research to explore students’ personal experiences, recommendations and other information relating to their attitudes to and perceptions of plagiarism. The results indicate that FRDIS students were familiar with the concept of plagiarism but not always able to clearly identify the correct answers. The recommendation for the Faculty, based on the data analysis, is to hold a tutorial on all the important aspects of plagiarism, such as citations, referencing, and common mistakes. This paper concludes that plagiarism can only be eliminated if it is tackled at the prevention phase, not merely through the use of warnings and threats.

During the last twenty years in Latin America, there has been a rise in governments drawn from self-defining progressive political currents. Consequently a revitalization is underway of the debate on the viability, pertinence, and characteristics of the welfare state in the twenty-first century. In this context, the present article explores emerging social practices that redefine the various senses of the public space; practices that go beyond nation states, situated in a global territoriality, articulating languages and eliciting emotions capable of producing new socialities. The multitude is discussed as a social subject capable of generating transformative practices. Specifically, the article analyzes the way in which the singularities of occupations raise further questions for nation states. The analysis focuses on global movements such as #Occupy camping out on squares.

This article presents the findings of a study on homeschooling in Czechia. It focuses on the gender aspects of this uncommon educational decision. Based on forty-three individual interviews with homeschooling parents, the article’s unifying thread is interest in understanding how mothers are involved in the decision to homeschool, and how the practice is embedded in gendered relationships within the society. We explore the results from two perspectives. First, we consider how the choice to homeschool lies simultaneously in embracing and opposing cultural imperatives of good mothering. Second, we explore the precarious status of homeschooling mothers in relation to economic independence. By shedding light on individual choice within social structures, we situate the practice of homeschooling within the gender inequalities of today’s society.

In clinical practice, modern medicine, especially intensive medicine, has made outstanding technological progress that has changed diagnostic and therapeutic paradigms. Nowadays, some patients for whom there were no treatments in the past not only survive but return to active life thanks to intensive medicine. However, in some cases intensive care will not help patients in a critical condition and merely prolong death. In such situations, the treatment is terminated or not extended, and the patient is allowed to die in dignity. In this specific situation all intensive procedures are terminated. Palliative care is the next stage. This is a sensitive issue that should be discussed with healthcare professionals and experts from other areas of life to ensure it is communicated appropriately to patients and their relatives.

At present, Hong Kong does not have a publicly-managed mandatory contributory retirement protection scheme. The Hong Kong Government launched a consultation on the universal pension scheme in 2015. The Government’s plan provoked many controversies and eventually failed. This paper will examine the problem of the welfare ideology and system in Hong Kong from a historical perspective, taking the universal pension scheme as an example. This paper argues that the reason for the failure of the universal pension scheme was that Hong Kong people do not have a complete sense of citizenship and hold a distorted welfare ideology for historical reasons. This paper is one of the first to offer some reflections on the question of poverty and lack of social justice from a historical perspective.

I argue that when conceiving or assessing normative ideas about how we should organize society into the kind of ecosystem we desire, it is unwise to completely ignore empirical conditions. I also demonstrate that when evaluating empirical difficulties attending a social system, it is also unwise to do so in total oblivion to the normative idea or objective informing the establishment of such a system. Each of these assessments I call an under informed single-level analysis. By contrast I advocate a multi-level analysis (by which we evaluate both the normative and empirical dimensions of an idea or a social system) or, at the least, an informed single-level analysis (by which we evaluate either a normative idea or an empirical system with an implicit awareness of the content of the other level). I demonstrate that these models of analysis would never yield the same conclusions as an under informed single-level analysis. For my case studies I focus on the various models of analyses used in the debate about liberal majoritarian and consensus/communal democracies.

It is commonly believed that our episodic memory teaches us about the reality of personal identity over time. Derek Parfitt’s notion of quasi-memory challenges this belief. According to Parfit, q-memories provide us with knowledge of past experiences in the same way that memory does, without presupposing that the rememberer and the experiencer are the same person. Various aspects of Parfit’s theory have met with criticism from scholars such as D. Wiggins, J. McDowell, M. Schechtman, and others. In this paper, I will focus primarily on the holistic argument that q-memories cannot be squared with the complex nature of mental life. This is a well-known argument and, when understood as criticism of memory-trace copying, is accepted by some q-memory proponents. In this paper, I will try to show why it is impossible to defend quasi-memory, even when wholesale psychological continuity applies, and why post-fission persons are not genuine cases of q-memories.