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Deep Brain Stimulation (DBS) represents a key area of neuromodulation that has gained wide adoption for the treatment of neurological and experimental testing for psychiatric disorders. It is associated with specific therapeutic effects based on the precision of an evolving mechanistic neuroscientific understanding. At the same time, there are obstacles to achieving symptom relief because of the incompleteness of such an understanding. These obstacles are at least in part based on the complexity of neuropsychiatric disorders and the incompleteness of DBS devices to represent prosthetics that modulate the breadth of pathological processes implicated in these disorders. Neuroprostheses, such as an implanted DBS system, can have vast effects on subjects in addition to the specific neuropsychiatric changes they are intended to produce. These effects largely represent blind spots in the current debate on neuromodulation. Anthropological accounts can illustrate the broad existential dimensions of patients' illness and responses to neural implants. In combination with current neuroscientific understanding, neuropsychiatric anthropology may illuminate the possibilities and limits of neurodevices as technical "world enablers". [ABSTRACT FROM AUTHOR]

In his book Autonomous Knowledge. Radical Enhancement, Autonomy, and the Future of Knowing (OUP, 2022). J. Adam Carter argues that both propositional knowledge and know-how must include a condition of autonomy in their analyses. The book aims to propose a theory of the nature of knowledge and its value that responds to the challenge raised by cases of undue epistemic dependence and radical performance enhancement. Throughout the book, Carter articulates an idea of epistemic autonomy that fluctuates between its positive component, expressed in terms of self-direction and (rational) self-governance, and its negative component, referring to the lack of a history of compulsion or interference in the formation and retention of belief. In this article, I argue that Carter needs to bet more clearly on a positive model of autonomy. This would allow him both to unify the explanation of both know-how and propositional knowledge and to answer how the value of self-constitution, from which the value of autonomous belief derives, finds its place in the epistemic domain. [ABSTRACT FROM AUTHOR]

In Self-Constitution, I argue that the principles governing action are "constitutive standards" of agency, standards that arise from the nature of agency itself. To be an agent is to be autonomously efficacious, and the categorical and hypothetical imperatives arise from those two attributes. These principles are also "constitutive" of agency in two more specific ways. First, they meet the "constitution requirement": the object must meet the standard in question, at least to some extent, in order to be the kind of object that it is. Second, they meet the "self-constitution requirement": the object makes itself into the kind of object that it is by conforming to the standard. That is, the agent makes herself into an agent, and into the particular agent who she is, by conforming to those standards. Some neo-Aristotelians believe that Aristotelian virtues are constitutive standards. In this paper, I first ask why moral philosophers should focus on the virtues at all, considering the views of David Hume, Philippa Foot, and Aristotle. I then ask whether Aristotelian virtues meet the constitution requirement, and suggest that there are grounds for this view in the Nicomachean Ethics. But Aristotelian virtues do not meet the self-constitution requirement, which leaves Aristotle unable to explain moral responsibility. I end by examining the role that Aristotelian virtues could play in a Kantian ethic. [ABSTRACT FROM AUTHOR]

In this paper I seek to clarify the role of narrative in personal unity. Examining the narrative self-constitution view developed by Marya Schechtman, I use a case of radical personal change to identify a tension in the account. The tension arises because a narrative can be regarded either to capture a continuing agent with a loosely coherent, consistent self-conception - or to unify over change and inconsistency. Two possible ways of responding, by distinguishing senses of identity or distinguishing identity and autonomy, are examined, but I argue that neither precisely maps this tension. I then develop a distinction between two ways in which narrative can unify: through "bottom-up" processes related to the connection between agency and self-conception; and "top-down" processes related to self-interpretative activity. The account provides ways to resolve some criticisms of narrative theories of identity, in particular in better accounting for the role of repudiated characteristics in narrative identity. [ABSTRACT FROM AUTHOR]

In his later lectures, published as The Hermeneutics of the Subject, Michel Foucault surveys different modalities of obtaining ‘truth’ about one's self and the world: from Socrates to the Cynics, Stoics, Epicureans and early church writers. Genealogically tracing this opposition between knowing self and world, he occasionally invites phenomenological enquiry into how this epistemic couplet bears on education. Drawing on three vignettes familiar to educators, my investigation explores modes of discovering self and world through counselling (truth-telling), distributed governance in the classroom and the arts of writing. In each case we confront a paradox of freedom, in that agency is needed, already, to liberate the self from the world. An exegetical task is to show how Foucault worked through this philosophical problem, of relevance to many situations in education, by re-reading Kant, Nietzsche and Heidegger. [ABSTRACT FROM PUBLISHER]