by Jalees Rehman
Hearing about the HannoverGEN project made me feel envious and excited. Envious, because I wish my high school had offered the kind of hands-on molecular biology training provided to high school students in Hannover, the capital of the German state of Niedersachsen. Excited, because it reminded me of the joy I felt when I first isolated DNA and ran gels after restriction enzyme digests during my first year of university in Munich. I knew that many of the students at the HannoverGEN high schools would be thrilled by their laboratory experience and pursue careers as biologists or biochemists.
What did HannoverGEN entail? It was an optional pilot program initiated and funded by the state government of Niedersachsen at four high schools. Students enrolled in the HannoverGEN classes would learn to use molecular biology tools that are typically reserved for college-level or graduate school courses to study plant genetics. Some of the basic experiments involved isolating DNA from cabbage or how bacteria transfer genes to plants, more advanced experiments enabled the students to analyze whether or not the genome of a provided maize sample was genetically modified. Each experimental unit was accompanied by relevant theoretical instruction on the molecular mechanisms of gene expression and biotechnology as well as ethical discussions regarding the benefits and risks of generating genetically modified organisms (“GMOs”). You can only check out the details of the HannoverGEN program in the Wayback Machine Internet archive because the award-winning educational program and the associated website were shut down in 2013 at the behest of German anti-GMO activist groups, environmental activists, Greenpeace, the Niedersachsen Green Party and the German organic food industry.
Why did these activists and organic food industry lobbyists oppose a government-funded educational program which improved the molecular biology knowledge and expertise of high school students? A press release entitled “Keine Akzeptanzbeschaffung für Agro-Gentechnik an Schulen!” (“No Acceptance for Agricultural Gene Technology at Schools“) in 2012 by an alliance representing farmers growing natural or organic crops accompanied by the publication of a study with the same title (PDF), funded by this group as well as its anti-GMO partners, gives us some clues. They feared that the high school students might become too accepting of using biotechnology in agriculture and that the curriculum did not sufficiently highlight all the potential dangers of GMOs. By allowing the ethical discussions that were part of the HannoverGEN curriculum to not only discuss the risks but also mention the benefits of genetically modifying crops, students might walk away with the idea that GMOs may be a good thing. Taxpayer money should not be used to foster special interests such as those of the agricultural industry that may want to use GMOs, according to this group.