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From enforced sterilisation to the fledgling foundations of education in Australia, eugenics left a dark stain on the 20th century. But have we learnt from the mistakes of the past? Natasha Mitchell reveals a story of misplaced power, misguided science and social engineering.
'Genes can have up to 80 per cent of influence on students' academic performance.' When I saw that headline recently, a shiver shot down my spine.
Researchers have found that our genetic makeup plays a surprisingly large role in how well or poorly we do at school. By studying pairs of genetically related twins—children who usually share the same home, school environment, and biological inheritance—they can work out what contribution our genes make.
I felt a similar discomfort when I first reported on research into the genetics of psychopathic behaviour in children. What does it mean to label a child a psychopath, or a genetic dunce, at the very start of their lives? What could the consequences of that be?
This isn't benign science. It has the power to shape social attitudes and individual destinies...
