We need a conversation about genetics, neuroscience and precision education.
This also raises questions about gathering learner data and the risk/reward of continuing to continuing to collect and analyze data about humans until it gets to be so granular that it means nothing.
The post posits the following:
Rather than rehearsing old social/biological divisions, a more productive approach to the potential and consequences of precision education is to forge new disciplinary connections. Such an approach would take both biological and social scientific ideas and concerns seriously, taking inspiration from emerging ‘biosocial’ research in educational sociology.
The remaining question is whether we can (or want to) ‘quantify the human condition’ through database technology, which risks reducing human behaviors, emotions and thinking into patterns of information to achieve this form of pedagogy.