Human enhancement, past and present.

One important role the medical humanities might and should play relates to public education. In this instance, we mean helping persons to think about their own aims or purposes as potential receivers of enhancement interventions, and similarly helping to inform the developers of said interventions. This article argues that, in the light of real and speculative applications of emerging biotechnologies and artificial intelligence aimed at human enhancement-including germline genetic engineering, the linking of the human brain with an artificial general intelligence by way of a brain-computer interface, and various interventions directed toward life extension-historians would do well to consider the following three practices as they participate in the medical humanities and the shared task of public education: (1) Taking under scrutiny a broad swath of topics and timeframes as it relates to past efforts aimed at human enhancement; (2) Focusing on past engagement with enhancement efforts and their perceived relation to the pursuit of living well; and (3) Entering into debates on enhancement as equal participants. In support of these assertions, this article takes efforts directed towards the prolongation of life in medieval Europe as an illustrative example. It also highlights continuities and discontinuities between past and present justifications for human enhancement, and addresses how similarities and differences can shape and challenge contemporary bioethical arguments.