Yorkshire Philosophical Society

Event Information

A lecture by Dr Kathryn Asbury, Psychology in Education Research Centre, University of York

We know that human behaviour, including academic achievement, cognitive ability, personality and motivation, is influenced by genes.  Twin and adoption studies have shown us the strength of genetic influence on most aspects of human behaviour and ‘gene-hunting’ is well underway.  We will explore what is currently known about genetics in education and discuss the impact this body of knowledge could and should have on educational policy and practice.  What, if anything, does it mean for a teacher when we say that reading ability is 60% heritable?  Does the meaning change if we say that Student X has a DNA profile that predicts a strong probability of high cognitive ability and low motivation?  Who would be the winners and losers in a world in which we took genome sequence data into account when planning teaching and learning? The speed of scientific progress in this area suggests that questions like these are in urgent need of open-minded discussion and answers.

Member’s report

Developments in gene research have implications for education but environment also matters alongside our DNA. There is a difference between general heritability and individual genetic inheritance. Heritability is a statistical measure of genetic variation in a population, which may be affected by shared environmental factors. The influence of external factors is the subject of research, particularly using twins. Identifying individual genetic risk for educational achievement can also provide interventions; one famous example is Phenylketonuria (PKU), a rare genetic mutation affecting learning ability. A strict diet regime now prevents harm to those with the condition.

Research on reading ability suggests that genetically 60% to 80% is heritable. A cross-cultural study of the heritability of reading showed strong stability over time, but it was also affected by the quality of teaching, which moderates the heritability factor. There is a group of genes associated with academic achievement but it is not deterministic. The challenge is how teachers and parents use this information and how we view DNA data about ourselves.

Catherine Brophy