Blinded by Science. The Social Implications of Epigenetics and Neuroscience

A desire to improve the social and human condition is common ground in the search for new knowledge, irrespective of world-views. Starting from this premise, Wastell and White cast a critical, probing gaze on the latest scientific knowledge emerging from the world of neurosciences, molecular biology, and epigenetics, and its encroachment into explanations about the social condition, laying foundations for the biology of “normal” social interactions and behaviour.

The proliferation of the “neuro” prefix across disciplines, the ascendency of studies involving the brain and its functioning, and the seductive nature of the fully mapped human genome provide fertile ground for attempts to explain social difficulties and adversity as the interaction of biology with the environment, otherwise known as “epigenetics”.

Acknowledging the significant contribution of molecular biology and neuroscience in disease prevention, the authors move on to identify the slow creep of these approaches into social and behavioural domains foreshadowing a possible future where biomarkers may be used to predict social behaviours and conditions that are considered desirable or undesirable. With a focus on early childhood, the authors state, “Social policy is making increasingly significant use of neuroscientific evidence to warrant particular claims about both the potentialities and vulnerabilities of early childhood, and the proper responses of the State to these” (p. 3).

A unique feature of this book is the collaboration of two authors who are experts in their respective fields; Wastell in the neurosciences and White in social work. Each is an insider in their own knowledge world and together they build a picture that critically reviews and cautions against the appeal of the widespread adaptation of findings to the social and human condition.

The book is presented in two parts: Part 1, “Getting to grips with the thought styles” explores the epistemological positioning of these relationships. Chapter 1 introduces the reader to key ideas, such as the drive for human improvement, the way knowledge is developed in neuroscience and molecular biology and the positioning of the brain as the platform from which fields such as biological psychiatry, and the neurobiology of developmental disorders such as Autism and ADHD (Attention Deficit, Hyperactivity Disorder) emanate.

In Part 2, “Fixing real people” the authors explore the rise of plausible and yet somewhat scientifically incomplete, often gendered explanations of findings from studies badged as “evidence” for social policy interventions in the early childhood field, for example, Chapter 7 “Epigenetics: rat mum to my Mum?” (p. 157). The authors suggest that a type of synthesis of the findings of some of these studies occurs that creates “persuasive policy stories” (p. 90) that then lead on to the formulation of practice interventions.

Parts 1 and 2 are supported by five comprehensive appendices that provide detailed explanations and discussion of key concepts and scientific arguments.

The minutiae of the analysis is challenging for the reader at times and the authors acknowledge at the outset that the science behind the claims made from many of these studies is dense, hard to understand, qualified, and daunting for most outside observors. Some lighthearted relief is found in the use of metaphors to set the scene for some of this analysis, for example Chapter 5 is whimsically titled “The cat is out of the bag: from early intervention to child protection”. In describing the misuse of study findings to rationalise political imperatives, the authors argue that these plausible policy stories are underpinning new prevention science.

The authors also discuss movements based on the developmental origins of health and disease paradigm [DOHaD] (p. 177) and take an in-depth look at the findings from the often-quoted Glasgow studies (Christie, 2012; Walsh et al., 2013). Although heralded as scientific breakthroughs, the conclusions seemed clear that DNA alone could not explain the poor health outcomes in Glasgow and that biological factors such as diet, pregnancy interventions, and so on should not take precedence over considerations of social capital, cohesion, and participation. Unsurprisingly, poverty was the most significant factor in determining life expectancy.

Using epigenetics to eradicate and control disease is one thing but using it to make decisions about the “best way” to live our lives raises new ethical and moral questions, with the authors casting an eye to history and to the discredited pseudoscience of biological markers and racial supremacy. The authors argue for a realistic pluralism in the integration of these knowledge claims rather than an exclusivity of explanations. The book is timely for practitioners, educators, researchers, and students in the fields of neurosciences and social work, and beyond.