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Eugenics in Genetics Education: A Call to Action
In a bid to empower a new generation of scientists to confront the misuse of scientific principles for political ends, biology professor Mark Peifer from the University of North Carolina at Chapel Hill advocates for the inclusion of eugenics in college genetics programs. In a recent opinion piece published on March 27 in the journal Trends in Genetics, Peifer underscores the importance of understanding eugenics as part of the molecular genetics curriculum, sharing insights from his own experiences in the classroom.
Peifer asserts, “Eugenics is not a relic of the past; it continues to shape the landscape of science and policy today.” He believes that introducing discussions around eugenics in undergraduate studies is essential in fostering a sense of responsibility among future scientists, especially when it comes to speaking out against misrepresentations of science that align with specific political agendas.
During his course, Peifer guided students through the historical trajectory of eugenics, a term first introduced in 1883 to advocate for selective breeding aimed at enhancing so-called racial qualities. He detailed how the eugenics movement gained traction worldwide throughout the 20th century, being exploited for purposes such as forced sterilization, discriminatory immigration laws, and the horrific practices seen in Nazi Germany. The course also highlighted the associations between eugenics and some of the pivotal figures in genetics, including James Watson, renowned for his part in uncovering the DNA double helix structure.
“The foundational concepts of eugenics resonate in today’s political rhetoric, as discussions surrounding genetics frequently surface in the context of ‘good’ and ‘bad’ genes,” Peifer notes. “While science advances technology, it is society that determines the applications of this knowledge.”
Peifer sought to connect these historical insights to contemporary dilemmas by prompting his students to consider ethical questions related to in vitro fertilization (IVF) and the screening of embryos. He posed inquiries such as: Is IVF permissible? Should we support embryo screening for conditions like cystic fibrosis? What about sex selection or height screening?
In addressing potential criticisms regarding the integration of historical discussions in a science syllabus, Peifer contends, “Given the pivotal role of genetics in society and its implications for our students’ futures, engaging with eugenics is not merely relevant but essential. Our students will emerge not just as scientists but as informed citizens capable of assisting their communities in making complex, science-based decisions.”
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