G is for Genes is a controversial book and this is exactly why it certainly makes an interesting reading. (Birth Defects Research Part A: Clinical And Molecular Teratology, 15 December 2014)
This is a most important book for educationists, teachers, psychologists, parents and learners. (South West Review, 1 June 2014
G is for Genes is an easy–to read book for a general audience, providing an extensive overview of findings from behavioral genetic studies related to education and achievement. (Twin Research and Human Genetics, 1 May 2014)
In sum, G Is for Genesis an admirable effort by two authors who are excellent translational scholars. It alights on a number of important educational issues and does so in a reasoned and constructive manner. (PsycCRITIQUES, 7 April 2014)
Link to The Guardian – 18 February 2014
This book breaks down complex science in an engaging and accessible way so that the wider audience can enjoy reading about genetic research, molecular biology, genome screening and most relevantly the implications for education. (Early Years Educator, 1 February 2014)
Link to The Economist – 30 November 2013
"This book breaks down complex science in an engaging and accessible way so that the wider audience can enjoy reading about genetic research, moelecular biology, genome screening and, most relevantly, the implications for education." Early Years Educator, February 2014
G is for Genes opened my eyes to how genes influence, but not determine, the academic pathways of our children. It should be mandatory reading for parents, teachers, and policy–makers. The book is engagingly well–written, never condescending, yet addresses the key findings from the last decades of genetics research.
Professor Rob Klassen, Psychology in Education Research Centre, University of York
The g–word has been a taboo in education. This defies both science and common sense, which tell us that children are not indistinguishable blank slates. Kathryn Asbury and Robert Plomin, one of the world s leading behavioral geneticists, show that an understanding of genes, far from being scary, is indispensable to sound educational policy, promising schools that are both more effective and more humane. This may be the most important book about educational theory and practice in the new millennium, giving educators, policy–makers, and parents much to think about.
Steven Pinker, Johnstone Family Professor of Psychology, Harvard University, and the author of How the Mind Works and The Blank Slate.
Education has changed little over at least the last six centuries. Until everybody concerned with education – administrators, teachers, and parents – understand the material clearly presented in this book, education will not change. Understanding genetic differences and the effect of environments on them is an essential beginning for any revolution in education.
Douglas K. Detterman, Louis D. Beaumont University Professor Emeritus, Case Western Reserve University