Epigenetics, education, and the plastic body: Changing concepts and new engagements

Abstract

Epigenetic processes, and the investigative practices that take these as their focus, are of increasing interest to a range of professionals beyond biomedicine. This has been piqued by, especially, the belief that bioscientific research is demonstrating new molecular mechanisms through which the social and physical environment impact upon the bodies of humans and other animals. Beyond the laboratory, epigenetic notions are entangled with wider ideas about the malleability of the soma (e.g., relating to neuroscience). In many contexts (including, to an extent, education), this intertwinement has contributed to producing and valourising a conception of a particularly plastic body. In this paper, I draw on a range of biomedical and education-related texts in order to outline and reflect upon the notions of ‘education’ and ‘epigenetics’ that are supported through and propelled by an array of writings that, to greater or lesser extents, bring these spheres of praxis into conversation. Discussions of epigenetics and stress, for instance, are framing certain kinds of educational work (e.g., with new parents) as a means of intervening in soma and society. In so doing, they implicitly extend ideas about what education is and what it can do. On the other hand, writings from educational researchers, for example, are enrolling epigenetic findings and ideas to support various positions or approaches. Many education researchers will be sceptical of some of the more hyperbolic assertations made about the significance of epigenetics. However, the fact that a nascent discourse connecting education and epigenetics is emerging is suggestive of a need for reciprocal, thoughtful, and critical exchange with bioscientists who seek to address educational issues, or whose work is being enrolled by others to do so.

How to do things with epigenetics: An investigation into the use of metaphors to promote alternative approaches to health and social science, and their implications for interdisciplinary collaboration

“…While studying authors like Lock and Meloni, we also noticed the emergence of epigenetic and biosocial concepts in education, one of the latest additions to a vast network of biosocial and epigenetic thinking in the social sciences (see Meloni et al, 2018a;Pickersgill, 2019). This use of epigenetics to reform education 'biosocially', especially in light of social justice issues, is promoted by the sociologist of education Deborah Youdell who has recently published a book on this matter .…”

Biology, Information, Society

“…Early postdigital theorists such as Kim Cascone, and mainstream responses to the Covid-19 pandemic, are still predominantly focused to the digital-analog side of the definition (Cascone and Jandrić 2021;). Yet studies of the relationships between biology, information, and society have closely followed the development of various bioinformational, technoscientific, and other convergences (Bainbridge and Roco 2006;Williamson 2019), and the Covid-19 pandemic has caused a rapid growth of research in the field (Johnson et al 2020;Pickersgill 2020).…”

Construction of a Review About Epigenetics for Biology Teachers and Other Non-experts

“…Due to it being fundamental for cellular processes, our increased understanding of these aspects leads to big consequences for a range of fields. Epigenetics' importance stretches from different fields such as medicine (e.g., , psychology (e.g., Xu et al, 2020), and pedagogy (e.g., Pickersgill, 2020), to ethics (e.g., Taki & de Melo-Martin, 2021) and law (e.g., Dupras et al, 2019), although the knowledge base is not as firmly established for the last three compared to for medicine and psychology. This universal importance is why some biologists talk about a paradigm shift (Gilbert & Epel, 2009).…”

“…There have only been a few texts about epigenetics' role in education, especially in the sociology of education. One of these texts is by Pickersgill (2020), who highlights the variety of dialogues emerging at the interface of epigenetics and education (p. 74) and advocates the need for reciprocal exchange between education researchers and bioscientists, who address educational issues (p. 72). Another text is by Bueno (2019), expressing that educational professionals should enhance their knowledge about genetics, epigenetics, and neuroscience to understand biological origins of differences in mental capabilities (p. 1), empowering them with the possibility to adopt more respectful and flexible educational practices.…”