Research on how genetics contribute to human behavior and achievement raises many bioethical questions. What are we to make, for example, of a study published last year that found that students with genetic variants associated with educational attainment (years of education) took more advanced math classes in ninth grade? Does this finding have implications for education practice? Should it? How so? Questions like these serve as reminders that genetic science has long been misused to draw conclusions about individuals and groups of people, conclusions laced with racism and other biases. As research on human genomics ramps up, now is the time to ramp up science communication about what these studies do and, importantly, do not show. A new feature on The Hastings Center's website does just that.

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基因组学研究的真正含义是什么？新资源

关于遗传学如何促进人类行为和成就的研究提出了许多生物伦理学的问题。例如，去年发表的一项研究发现，具有遗传变异与受教育程度（受教育年限）相关的学生上了九年级的高级数学课，我们该怎么做？这一发现对教育实践有影响吗？应该是？为何如此？诸如此类的问题提醒人们，遗传科学长期以来一直被误用于得出有关个人和人群的结论，与种族主义和其他偏见捆绑在一起的结论。随着对人类基因组学的研究不断增加，现在是时候加强关于这些研究的作用以及重要的是未显示的科学交流。黑斯廷斯中心网站上的一项新功能可以做到这一点。