This reviewer had read Kristeva in October, 2016 in this Journal (and the review is freely available online and had garnered some small publicity). Over the last one year this reviewer has taken a very short view of her tautological work. Having read her carefully this reviewer has decided that she should be rejected as a psychoanalyst, notwithstanding her huge popularity as a feminist. But this reviewer through a nuanced critique of theoretical psychoanalysis find her and her ilk lacking caritas.

Students using Ritalin in preparation for their exams is a hotly debated issue, while meditating or drinking coffee before those same exams is deemed uncontroversial. However, taking Ritalin, meditating and drinking coffee or even education in general, can all be considered forms of cognitive enhancement. Although social acceptance might change in the future, it is interesting to examine the current reasons that are used to distinguish cases deemed problematic or unproblematic. Why are some forms of cognitive enhancement considered problematic, while (...) others are not? In this paper, we consider cognitive enhancement as the amplification or extension of core capacities of the mind, using augmentation or improvements of our information-processing systems. We will analyse cognitive enhancement in an educational setting in order to clarify the fuzzy distinction between problematic and unproblematic forms of cognitive enhancement. We will show that the apparent distinction made by many people between problematic and unproblematic enhancement is not based on any fundamental difference between these two categories. (shrink)