Genetics and Human Behaviour: The Ethical Context
Education
15.23 Some of the traits that are studied in behavioural genetics are of particular relevance to education. The most obvious link is with intelligence, but research into traits such as antisocial behaviour may also have implications for the education system. Educationalists have already developed a range of tests with which children can be assessed, such as reading ability, verbal ability, IQ scores and so on. The classification of children based on such skills and the provision of particular types of educational programme accordingly is also an established part of our educational system. It is not clear how findings in behavioural genetics and the potential development of genetic tests might or should impinge upon current practices. Some researchers in behavioural genetics have highlighted the potential importance of the research in informing practices in education but as yet the issue has not received substantial attention.(25)
15.24 The development of tests that provide information about genetic influences on traits such as intelligence and antisocial behaviour would raise a number of questions:
15.25 The use of such tests in the educational context may lead to stigmatisation or a tendency towards ‘genetic self-fulfilling prophecies’ that constrain a child’s self-image. We noted in paragraphs 14.41 – 14.43 that carrying out a genetic test on a child unable to consent to the procedure would have to be in the best interests of the child. It may be argued that in relation to education, the predictive use of genetic information could be justified, if the aim of such an approach was to provide better and more appropriate schooling for children. Whether genetic information could be used in this way to positive effect is currently unclear. It may be that, when used in conjunction with other information about children, including evidence from previous educational performance, such information could play a useful role. However, wider arguments about the advantages and disadvantages of tailoring educational programmes to groups of children, in whatever way such groups are defined, will also be relevant.
15.26 We note, with some concern, that the implications for education of research in behavioural genetics have not yet received significant critical attention. In the light of the issues that may arise if genetic information about behavioural traits is applied in the context of education, we recommend that further investigation of the ways in which such research might be applied, and the resulting ethical and social issues, be undertaken. We recommend that dialogue between those involved in education and researchers in behavioural genetics be promoted. We recommend, further, that until such dialogue and research is undertaken, genetic information about behavioural traits in the normal range should not be used in the context of the provision of education.
Footnotes25 For example, see suggestions made regarding the constructive use of genetic information in education by Professor Robert Plomin in the following article: Genius of genes. 8 August 2000. http://news.bbc.co.uk/1/hi/sci/tech/850358.stm (20 August 2002).