The author made an attempt to show the relationship between the results of the research of behavioral genetics and pedagogical theory. This perspective allows to answer the question whether the determinant role of the social environrnent on human behavior is only a pedagogical myth? If so, pedagogy cannot be one of the sciences which theories are operative - it can be said it's a kind of pedagogical suicide. The only area of pedagogy which question the sense of constructing rational theory of education is anti-pedagogy. Does it mean that only anti-pedagogy refers to the results of the research of behavioral genetics? In this perspective the 'romantic Utopia' becomes a theory based on strong empirical foundation. He argues that anti-pedagogy sanctions behaviors which can be recognized as pathological. Anti-pedagogy becomes an attractive and dangerous pedagogy of egoism. On the other hand the theses about the only influences of genes on human behavior are too extreme. Personality traits are formed by the interaction of genes and environment. It opens a new prospect of research for pedagogy, which main purpose could be designing the environment, which suppresses or intensifies the expression of traits that are determined genetically.
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