Year: 2015
Type: article
Abstract: 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.
Source: The Hastings Center Report
DOI: 10.1002/hast.498
Author: Aaron Panofsky
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W2138593064