Mike McNamee

The issues surrounding ethical controversies in sport have filled the media recently. This book of invited original essays by mainstream philosophers as well as philosophers of sport will provide the reader with a discussion in ethics and sport based on a sound philosophical footing. It will be accessible to a wide range of teachers and students in the field of sport and leisure studies. Contributions from international, highly regarded experts in the fIeld provide the reader with systematic treatment of the ethics of sport from a diverse perspective.

Olympism is said to be a philosophy of life blending sport, education, and culture. It seems that under the philosophy of Olympism, doping, including genetic manipulation, should be sanctioned in order to continue pushing the limits of athletic achievement. Mike McNamee, professor of applied ethics at Swansea University, argues that the concept of limits, informed both by Olympism and human nature, ought to provide a structure within which athletic excellence is admired both technically and ethically and that unfettered pursuit of athletic enhancement should be limited by an appreciation for the nature and value of the "spirit of sport."

The therapy/enhancement distinction is a controversial one in the philosophy of medicine, yet the idea of enhancement is rarely if ever questioned as a proper goal of sports medicine. This opens up latitude to those who may seek to use elite sport as a vehicle of legitimation for their nature-transcending ideology. Given recent claims by transhumanists to develop our human nature and powers with the aid of biotechnology, I sketch out two interpretations of the myth of Prometheus, in Hesiod and Aeschylus, which can help frame the moral limits of sports medicine. By way of conclusion I assemble some banal reminders: We are mortal beings; our vulnerability to disease, injury and the waning of our powers, far from something we can overcome or eliminate, represent natural limits both for morality and medicine generally and sports medicine in particular

When Richard Peters wrote Ethics and Education (1966) he could scarcely have imagined the revolutions in ethics that have since occurred. Nor could he have imagined the way philosophers have created curricula and codes of ethics that have been incorporated in the various professional spheres within and beyond education. Whether this signals a decline in the trust that professionals might once have claimed, the diminishing of a strongly internalised sense of responsibility, or merely an extension of the natural developments of professionalisation is not yet clear.

Sports have long played an important role in society. By exploring the evolving link between sporting behaviour and the prevailing ethics of the time this comprehensive and wide-ranging study illuminates our understanding of the wider social significance of sport. The primary aim of _Sports, Virtues and Vices_ is to situate ethics at the heart of sports via ‘virtue ethical’ considerations that can be traced back to the gymnasia of ancient Greece. The central theme running through the book is that sports are effectively modern morality plays: universal practices of moral education for the masses and - when coached, officiated and played properly - a valuable vehicle for ethical development. Including a wealth of contemporary sporting examples, the book explores key ethical issues such as: How the pursuit of sporting excellence can lead to harm Doping, greed and shame Biomedical technology as a challenge to the virtue of elite athletes Defining a ‘virtue ethical account’ in sport Family vices and virtues in sport Written by one of the world's foremost sports philosophers, this book powerfully unites the fields of sports ethics and medical ethics. It is essential reading for all students and scholars with an interest in the ethics and philosophy of sport

This chapter discusses the role conflict of the educational researcher who comes upon an unprofessional relationship between teacher and pupil. It is argued that the whistleblowing literature in related professions, with its focus on standard conditions and solutions framed as obligations, is inadequate. Reference is made to the idea of ‘guilty knowledge’: the feelings of guilt that attach when one comes to know of harm visited on innocent others, and has no unqualified sense of which way to act. Distinguishing moral from causal responsibility helps to show how blame need not necessarily attach to the guilt-ridden researcher, whichever option she chooses.

When Richard Peters wrote Ethics and Education (1966) he could scarcely have imagined the revolutions in ethics that have since occurred. Nor could he have imagined the way philosophers have created curricula and codes of ethics that have been incorporated in the various professional spheres within and beyond education. Whether this signals a decline in the trust that professionals might once have claimed, the diminishing of a strongly internalised sense of responsibility, or merely an extension of the natural developments of professionalisation is not yet clear.

This chapter analyzes the ethical issues that arise in the context of the use of physical enhancement techniques, i.e.techniques that aim at enhancing one or more physical functions of human beings. First, it discusses the different types of physical enhancement and points doping in sports is only a minor part of the whole enhancement field. Considerable attention is devoted to enhancement in sports, primarily because of the extensive extant literature. Then, the chapter moves on to problematize the concept of enhancement. It shows that deciding whether something should count as an enhancement is not a matter for pure personal decision. The chapter engages with the ethical arguments put forward in the enhancement debate, showing that the validity of both the pro‐ and the anti‐enhancement arguments is context‐dependent and the growth hormone treatment can only be justifiably claimed if it aims at giving someone a height in the normal range.