By: Dr. Fabiano de Abreu Agrela Rodrigues
The correct interpretation of what genetic predisposition reveals demonstrates that biology acts as a fundamental precursor: the individual is, in essence, what their genetics defines. Although environmental and educational factors interfere in human development, this influence occurs only within the limits established by genetic predisposition.
If environmental factors influence behavior, they do so by acting on a structure of which genetics is the precursor. This means that all education received shapes the individual, but it is the genes that determine how this shaping occurs and how far it can go. However significant external stimuli may be in a person’s life, they will always manifest personality and behavioral traits stemming from their biological inheritance.
Genetics is, therefore, a priori. Any act or behavior manifested in response to the environment invariably refers to a latent genetic behavioral possibility, as this functions as the innate precursor of all action.
Hypothetical Example: Phenotypic Resonance
To illustrate scientifically, consider a hypothetical scenario involving neurodivergence or the so-called “Extended Autism Phenotype.” Imagine a mentor (father figure or educator) who possesses undiagnosed autistic traits, that is, individuals whose cognitive mechanisms compensate for classic deficits, keeping them functional but operating with a specific neurological logic.
If a young person under the tutelage of this mentor reports that the education received was extremely meaningful and resonated deeply with them, this is not only due to the quality of the environmental instruction. It is plausible to assert that this connection occurs because the young person shares a similar genetic predisposition. The learner’s brain functions analogously to that of the mentor.
Identification occurs through the similarity of the biological condition. It is the shared phenotype that allows the education to “fit.” Conversely, in the same environment, another individual may not identify with or absorb the same education in the same way. The reason for this discrepancy is not the environment (which was the same), but the absence of genetic compatibility. Where there is no biological mirroring, environmental influence loses strength in the face of genetic determination.
Dr. Fabiano de Abreu Agrela Rodrigues MRSB holds a post-PhD in Neuroscience and is an elected member of Sigma Xi – The Scientific Research Honor Society (more than 200 members of Sigma Xi have received the Nobel Prize), as well as being a member of the Society for Neuroscience in the United States, the Royal Society of Biology and The Royal Society of Medicine in the United Kingdom, the European Society of Human Genetics in Vienna, Austria, and the APA – American Philosophical Association in the United States. He holds a Master’s degree in Psychology and a Bachelor’s degree in History and Biology. He is also a Technologist in Anthropology and Philosophy, with several national and international degrees in Neuroscience and Neuropsychology. Dr. Fabiano is a member of prestigious high IQ societies, including Mensa International, Intertel, ISPE High IQ Society, Triple Nine Society, ISI-Society, and HELLIQ Society High IQ. He is the author of more than 300 scientific studies and 30 books. He is currently a visiting professor at PUCRS in Brazil, UNIFRANZ in Bolivia and Santander in Mexico. He also serves as Director of CPAH – Centro de Pesquisa e Análises Heráclito and is the creator of the GIP project, which estimates IQ through the analysis of genetic intelligence. Dr. Fabiano is also a registered journalist, having his name included in the book of records for achieving four records, one of which is for being the greatest creator of characters in the history of the press.