A biosocial view on precision education

A biosocial view on precision education
We need a conversation about genetics, neuroscience and precision education.
Really interesting piece looking at genetics, neuroscience, and “precision education.” Precision education is defined as a tailored system of pedagogy informed by a learner’s genetic, brain-based, psychological, or environmental makeup.

This also raises questions about gathering learner data and the risk/reward of continuing to continuing to collect and analyze data about humans until it gets to be so granular that it means nothing.

The post posits the following:

Rather than rehearsing old social/biological divisions, a more productive approach to the potential and consequences of precision education is to forge new disciplinary connections. Such an approach would take both biological and social scientific ideas and concerns seriously, taking inspiration from emerging ‘biosocial’ research in educational sociology.

The remaining question is whether we can (or want to) ‘quantify the human condition’ through database technology, which risks reducing human behaviors, emotions and thinking into patterns of information to achieve this form of pedagogy.

4 thoughts on “A biosocial view on precision education

  1. Professors can’t handle allowing extended testing time for a student with traumatic brain injury, and god forbid they be allowed to record a lecture… so the thought that education be customized per student is neat, but folly due to the rigidity of most academicians. Also: What happens when the genetic markers indicate that the student is predispositioned for somelike like ADHD or autism? How does the educator respond then?

    1. Hi Debbi, I definitely agree. I’m also concerned that educators might just review the markers, and make decisions about what a student can/cannot handle before the lesson, unit, or semester begins.

      I’m intrigued, but also cautiously concerned.

  2. Hi Debbi, I definitely agree. I’m also concerned that educators might just review the markers, and make decisions about what a student can/cannot handle before the lesson, unit, or semester begins.

    I’m intrigued, but also cautiously concerned.

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