The main aim of this paper is to discuss some moral implications of cognitive doping in education. In this context, the term ‘cognitive doping’ refers to the use of cognitive enhancing drugs—such as Ritalin—among students in order to improve their cognitive functions and educational performance on college exams. Cognitive doping raises not only the question of its health consequences and its legal regulation, but also the ethical questions concerning the moral difference between medical treating and enhancing humans, on the one hand, and the fairness of educational examination results, on the other. Such doping, which is similar to the doping in sports, gives an unfair advantage to students who use cognitive enhancing drugs over those who do not. However, the key question is not how to ensure equal access to the enhancing drugs, but rather whether their use for educational purposes is right. Therefore, this question would remain even if all students had equal access to such drugs and the willingness to use them.

中文翻译：

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教育中的智力兴奋剂和药物认知增强：一些伦理学问题

本文的主要目的是讨论认知兴奋剂在教育中的一些道德含义。在这种情况下，“认知兴奋剂”一词是指在学生中使用认知增强药物（例如利他林），以改善他们的认知功能和大学考试的教育表现。认知兴奋剂不仅提出了有关其健康后果和法律规定的问题，而且提出了有关医学治疗和增进人类之间的道德差异的伦理问题，另一方面也提出了教育考试结果的公平性。与在体育运动中使用兴奋剂相似，这种兴奋剂给使用认知增强药物的学生带来了不公平的好处。但是，关键问题不是如何确保平等获得增强药物，而是将其用于教育目的是否正确。因此，即使所有学生都能平等地获得此类药物并愿意使用它们，这个问题仍然存在。