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.

中文翻译：

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表观遗传学、教育和可塑性身体：不断变化的概念和新的参与

表观遗传过程，以及以这些为重点的调查实践，对生物医学以外的一系列专业人士越来越感兴趣。尤其是，人们相信生物科学研究正在展示新的分子机制，社会和物理环境通过这些机制影响人类和其他动物的身体，这尤其激起了这一点。在实验室之外，表观遗传学概念与关于体细胞可塑性的更广泛观点（例如，与神经科学有关）纠缠在一起。在许多情况下（在某种程度上，包括教育），这种交织有助于产生和评价一个特别可塑性的身体的概念。在本文中，我借鉴了一系列与生物医学和教育相关的文本，以概述和反思“教育”和“表观遗传学”的概念，这些概念得到了一系列著作的支持和推动，这些著作或多或少地将这些实践领域进入对话。例如，关于表观遗传学和压力的讨论正在将某些类型的教育工作（例如，与新父母一起）作为干预身体和社会的一种手段。通过这样做，他们暗中扩展了关于教育是什么以及它可以做什么的想法。另一方面，例如，教育研究人员的著作正在吸收表观遗传的发现和想法来支持各种立场或方法。许多教育研究人员会对有关表观遗传学重要性的一些更夸张的断言持怀疑态度。然而，