The conclusion that we nearly all carry components of Neanderthal DNA in our genomes, although perhaps a blow to our collective ego, does not appear quite so surprising upon reflection. Indeed, the overall lesson of molecular studies of human evolution is just how astonishingly close we are genetically to the rest of the natural world. In fact, molecular data have often challenged (and overthrown) long-held assumptions about human origins.

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We do not yet adequately understand the way in which the different environments in the world have selected over time the genes which determine our capacity to do different things. The overwhelming desire of society today is to assume that equal powers of reason are a universal heritage of humanity. It may well be. But simply wanting this to be the case is not enough. This is not science. To question this is not to give in to racism. This is not a discussion about superiority or inferiority, it is about seeking to understand differences, about why some of us are great musicians and others great engineers. It is very likely that at least some 10 to 15 years will pass before we get an adequate understanding for the relative importance of nature versus nurture in the achievement of important human objectives. Until then, we as scientists, wherever we wish to place ourselves in this great debate, should take care in claiming what are unarguable truths without the support of evidence.

To have success in science, you need some luck. But to succeed in science, you need a lot more than luck. And it's not enough to be smart — lots of people are very bright and get nowhere in life. In my view, you have to combine intelligence with a willingness not to follow conventions when they block your path forward.

If, therefore, we are serious about improving education, we cannot in good conscience ultimately limit ourselves to seeking remedies in nurture. My suspicion, however, is that education policies are too often set by politicians to whom the glib slogan “Leave no child behind” appeals precisely because it is so completely unobjectionable. But children will get left behind if we continue to insist that each one has the same potential for learning.

And so if there is a paramount ethical issue attending the vast new genetic knowledge created by the Human Genome Project, in my view it is the slow pace at which what we now know is being deployed to diminish human suffering. Leaving aside the uncertainties of gene therapy, I find the lag in embracing even the most unambiguous benefits to be utterly unconscionable. That in our medically advanced society almost no women are screened for the fragile X mutation two decades after its discovery can attest only to ignorance or intransigence.

Ideology—of any kind—and science are at best inappropriate bedfellows. Science may indeed uncover unpleasant truths, but the critical thing is that they are truths. Any effort, whether wicked or well-meaning, to conceal truth or impede its disclosure is destructive. Too often in our free society, scientists willing to take on questions with political ramifications have been made to pay an unjust price.

The issue, rather, is this: Are we prepared to embrace the undeniably vast potential of genetics to improve the human condition, individually and collectively? Most immediate, would we want the guidance of genetic information to design learning best suited to our children’s individual needs?

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Never do anything that bores you. My experience in science is that someone is always telling to do something that leaves you flat. Bad idea. I'm not good enough to do something I dislike. In fact, I find it hard enough to do something that I like. … Constantly exposing your ideas to informed criticism is very important, and I would venture to say that one reason both of our chief competitors failed to reach the Double Helix before us was that each was effectively very isolated.