What Does Behavioral Genetics Offer for Improving Education
Bibliographic Data
| ID | 20333773 |
|---|---|
| Authors | Aaron Panofsky (0000-0001-7666-2359, corresponding author) |
| Year | 2015 |
| Volume | 45 |
| Issue | S1 |
| Pages | S43-9 |
| Publication date | 2015-09-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Hastings Center Report (JOURNAL) |
| Journal identifiers | ISSN: 0093-0334 • E-ISSN: 1552-146X |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/hast.498 |
| PMID | 26413948 |
| OpenAlex | W2138593064 |
| Language | EN |
| Citations received | 5 |
| References cited | 4 |
For much of its history, behavioral genetics, or research into the influence genetics has on human behavior, has been associated with a pessimistic view of educational reforms’ potential to make much difference in improving educational outcomes or reducing inequality. Recently, however, some behavioral geneticists have begun to speak in more optimistic terms about the promise of genetically informed education to improve learning for all children, especially those who are socially or economically disadvantaged. This shift in emphasis should be welcome news for everyone interested in promoting educational improvement who worried that behavioral genetics offered support for the status quo. However, I think it amounts to little more than a shift in tone. Behavioral genetics, I will argue, does not advance educational reform: its proposed solutions are rooted in the limits, not the strength, of behavioral genetics knowledge; repeat the ideas of earlier U.S. educational reform efforts; and rely on a naive optimism about the power of choice and personalization
Behavioural genetics · Behavioural sciences · Developmental psychology · Disadvantaged · Epistemology · Pessimism · Political science · Status quo · BRCA gene mutations in cancer · Law · Psychology · Social Psychology
| Citations per year | 1 |
|---|---|
| Citation span | 2021 - 2026 (6) |
| Highly cited | No |