Via Lena Groeger, writing at Scienceline:
An Austrian monk sits alone with his garden pea plants, recording if they’re yellow, green, round or wrinkly. He starts noticing simple patterns in how various traits appear in each generation: a yellow parent often produces yellow offspring, but two yellow parents can produce green offspring, and yellowish-green offspring simply don’t exist. From his observations he concludes that heritable properties are distinct units independently passed from parent to offspring—units that, many years after his death, will be called “genes.”
The seminal ideas of the monk Gregor Mendel fundamentally changed how scientists thought about inheritance. These concepts still provide the foundation for genetics taught in school textbooks, presented in newspaper articles and understood by the general public. But it may be time to move beyond Mendel’s valuable, but rather simplistic ideas. Research in genetics and developmental biology is complicating the typical notion of genes.
Currently, the public views genes primarily as self-contained packets of information that come from parents and are distinct from the environment. “The popular notion of the gene is an attractive idea—it’s so magical,” said Mark Blumberg, a developmental biologist at the University of Iowa in Iowa City. But it ignores the growing scientific understanding of how genes and local environments interplay, he said.
With the rise of molecular biology in the 1930s and genomics (the study of entire genomes) in the 1970s, scientists have developed a much more dynamic and complex picture of this interplay. The simplistic notion of the gene has been replaced with gene-environment interactions and developmental influences—nature and nurture as completely intertwined.
But the public hasn’t quite kept up. There remains a “huge chasm” between the way scientists understand genetics and the way the public understands it, said David Shenk, an author who has written extensively on genetics and intelligence. In his recent book The Genius in All of Us, Shenk explains that the public still thinks of genes as blueprints, providing precise instructions for each individual. Newspaper headlines touting “the gene for X” only perpetuate the blueprint metaphor.
“The elegant simplicity of the idea is so powerful,” said Shenk. Unfortunately, it is also false. The blueprint metaphor is fundamentally deceptive, he said, and “leads people to believe that any difference they see can be tied back to specific genes.”
Instead, Shenk advocates the metaphor of a giant mixing board, in which genes are a multitude of knobs and switches that get turned on and off depending on various factors in their environment. Interaction is key, though it goes against how most people see genetics: the classic, but inaccurate, dichotomies of nature versus nurture, innate versus acquired and genes versus environment.
Belief in those dichotomies is hard to eliminate because people tend to understand genetics through the two separate “tracks” of genes and the environment, according to speech communication expert Celeste Condit from the University of Georgia in Athens. Condit suggests that, whenever possible, explanations of genetics—by scientists, authors, journalists, or doctors—should draw connections between the two tracks, effectively merging them into one. “We need to link up the gene and environment tracks,” she said, “so that [people] can’t think of one without thinking of the other.”
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