Research in pharmacogenomics and precision medicine has recently introduced the concept of Polygenic Scores (PGSs), namely, indexes that aggregate the effects that many genetic variants are predicted to have on individual disease risk. The popularity of PGSs is increasing rapidly, but surprisingly little attention has been paid to the idealisations they make about phenotypic development. Indeed, PGSs rely on quantitative genetics models and methods, which involve considerable theoretical assumptions that have been questioned on various grounds. This comes with epistemological and (...) ethical concerns about the use of PGSs in clinical decision-making. In this paper, I investigate to what extent idealisations in genetics models can impact the data gathering and clinical interpretation of genomics findings, particularly the calculation and predictive accuracy of PGSs. Although idealisations are considered ineliminable components of scientific models, they may be legitimate or not depending on the epistemic aims of a model. I thus analyse how various idealisations have been introduced in classical models and progressively readapted throughout the history of genetic theorising. Notably, this process involved important changes in the epistemic purpose of such idealisations, which raises the question of whether they are legitimate in the context of contemporary genomics. (shrink)

Chronobiologists argue that their scientific findings have implications for prevention of sleep problems. They claim that some sleep problems are caused by the fact that people live against their individual body clock rather than adjusted to it. They also claim that by taking the findings of chronobiology seriously in policy-making some sleep problems can be prevented. I investigate applications of chronobiology in two social areas—school schedules and shift work—and show that in order for these applications to be justified certain implicit (...) presumptions have to be justified. The first presumption is explanatory, namely that a chronobiological explanation is an adequate explanation of the sleep problems at hand. In addition I analyse three ethical presumptions. The first ethical presumption is that sleep is of vital value. The second is that sleep is not an exclusively private issue. The third ethical presumption is that the preventive measures to be undertaken are ethically acceptable. My main point is that it is not possible to simply “read off” policy measures from the empirical findings of chronobiology. (shrink)

In biology and philosophy of biology, discussing the notion of interaction leads to an examination of interactionism, which is, broadly speaking, the view that rejects gene-centrism and gene determinism and instead emphasizes the fact that traits of organisms are always the result of genes and environments. It has long been asserted that the nature-nurture problem requires an interactionist solution of sorts, the so-called interactionist consensus. This consensus, however, has been deemed insufficient and challenged by several authors triggering an extension of (...) the debate among contestants and defenders. Unfortunately, part of the problem is that the views on causation that would ground claims about interactionism are not always made explicit in this debate, which renders those views somewhat complicated to assess. Moreover, it seems to be assumed that causal complexity excludes the possibility of characterizing, distinguishing, or comparing among causal contributions. By turning to a detailed survey of the origin of the debate and to some developments in the philosophy of causation, we will contend that this view is unwarranted, and that much of the debate around interactionism is based on the drawing of this conclusion. We also examine implications of this analysis for the project to develop a framework based on the notion of inter-identities. (shrink)

In recent years, postgenomic research, and the fields of epigenetics and microbiome science in particular, have described novel ways in which social processes of racialization can become embodied and result in physiological and health-related racial difference. This new conception of biosocial race has important implications for philosophical debates on the ontology of race. We argue that postgenomic research on race exhibits two key biases in the way that racial schemas are deployed. Firstly, although the ‘new biosocial race’ has been characterized (...) as social race entering into biological processes, it is only particular aspects of social race that are taken to cross the biosocial boundary, resulting in a distorted view of the social component of biosocial race. Secondly, racial categories are assumed to be stable across time and space. This assumption is epistemically limiting, as well as indicating a reliance on a fixed racial ontology. However, the causal pathways for the embodiment of social race, and the different possible modes of embodiment, that postgenomic science is uncovering themselves present a challenge for fixed or static racial ontologies. Given these tensions, we argue that the emerging picture of a shifting landscape of entanglement between the social and the biological requires us to increase the complexity of our ontologies of race, or even embrace a deflationary metaphysics of race. (shrink)

Part of education as interactive exercise is related to a community of practitioners, a dialogue based philosophy of morals which supposes ethical normative characteristics of the discourse. This normative layer can be interpreted either in relation to the lifeworld, i. e. to the understanding of the good life. Alternatively, it can be realized in relation to some cultural rights, since a mutual recognition based ethics, aiming at highlighting culture as necessary feature of human dignity, can explain an ultimate goal of (...) higher education as global and universal education. Since the whole set of human rights should be seen as an indivisible system of basic limits to individual and collective freedom, a right based approach would be the other main perspective, certainly relevant in the context of the African continent, as it is worldwide. Furthermore a right based understanding is a much ignored aspect of human rights, although intimately related to basic interests of the higher education system from either the point of view of the national education systems, or as private universities and it is also related to non-governmental organisations understanding of the general aim of higher education development, where international organizations could help in the implementation of these cultural rights based good practices. In the first section we first develop briefly a normative ethical model of education based on the transformative model of the ethics of discourse compared to other possible classical models based on merit, then we will present cultural rights, reminding us some aspects of cultural rights related to higher education, and address the relevance for the African context of a contextual reflection on these rights. (shrink)