RESUMO
Research at the intersection of social science and genomics, 'sociogenomics', is transforming our understanding of the interplay between genomics, individual outcomes and society. It has interesting and maybe unexpected implications for education research and policy. Here we review the growing sociogenomics literature and discuss its implications for educational researchers and policymakers. We cover key concepts and methods in genomic research into educational outcomes, how genomic data can be used to investigate social or environmental effects, the methodological strengths and limitations of genomic data relative to other observational social data, the role of intergenerational transmission and potential policy implications. The increasing availability of genomic data in studies can produce a wealth of new evidence for education research. This may provide opportunities for disentangling the environmental and genomic factors that influence educational outcomes and identifying potential mechanisms for intervention.
RESUMO
In 1923, Conrad Hal Waddington was in his final year at Clifton College, Bristol, UK, being taught chemistry by Dr. Eric John Holmyard. During this year, Waddington and Holmyard both wrote about alchemy, the former in an extended school essay and the latter in the journal Nature. Almost twenty years later, Holmyard and Waddington were instrumental in the formation of the journal Endeavour in 1942. Using recently discovered primary source materials and unpublished manuscripts, the influence of Holmyard and alchemy on the early development of Waddington's thinking is explored, including his subsequent attraction to Alfred North Whitehead's process philosophy and the impact on his epigenetic research.
