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"Substantial" Genetic Influence on Choice of A-Levels

Your genes play a key role in deciding whether you decide to take A-levels and which subjects you decide to take them in:

We have previously shown that individual differences in educational achievement are highly heritable throughout compulsory education. After completing compulsory education at age 16, students in England can choose to continue to study for two years (A-levels) in preparation for applying to university and they can freely choose which subjects to study. Here, for the first time, we show that choosing to do A-levels and the choice of subjects show substantial genetic influence, as does performance after two years studying the chosen subjects. Using a UK-representative sample of 6584 twin pairs, heritability estimates were 44% for choosing to do A-levels and 52–80% for choice of subject. Achievement after two years was also highly heritable (35–76%). The findings that DNA differences substantially affect differences in appetites as well as aptitudes suggest a genetic way of thinking about education in which individuals actively create their own educational experiences in part based on their genetic propensities.

This result would surprise and probably alarm many Germans, but they won't hear about it. One of the problems with the insular clique of German mainstream journalists is the blinders they wear. The majority studied sociology, German literature, comparative literature, political theory, history, philosophy, or some other liberal-arts subject. There, they learned plenty about Kant and Mann, but nothing about economics, the military, or hard science.

I think this explains why German journalism on these areas is often terrible. Conditioned by their highly moralized culture and the ideological slant of liberal-arts education, they immediately seek out the underlying moral 'lesson' to be drawn from nuclear research, or the Higgs boson, or gene therapy, etc. They may spend a few paragraphs actually explaining what is going on from a scientific perspective (often getting key things wrong), but before they're even done with that, they start reciting their tired old platitudes (this is what mankind gets for trying to play God, nature's way is always the best, human dignity is the prime directive, etc.) and canned Lessons of History™.

And that goes triple for genetics. If they did learn anything about genetics in their seminars, it was usually accompanied by stern, moralizing lectures about how the Nazis used genetic pseudo-science to justify genocide. The result is a nearly-unshakable belief in the discredited 'blank slate' theory of human variation (i.e., that it's all caused by nurture, not nature). Anyone who points to the ever-growing mountain of evidence that genes play a crucially important role in human personality, achievement, and behavior is automatically assumed to be a crypto-eugenicist until proven otherwise.

I don't have a solution to this problem, but I suppose scholarships and training programs for aspiring science journalists might be something to think about.