{"id":189,"date":"2011-01-22T18:48:44","date_gmt":"2011-01-22T18:48:44","guid":{"rendered":"https:\/\/genomicgastronomy.com\/?p=189"},"modified":"2014-12-24T16:51:15","modified_gmt":"2014-12-24T16:51:15","slug":"teaching-transgenic-food","status":"publish","type":"post","link":"https:\/\/genomicgastronomy.com\/blog\/teaching-transgenic-food\/","title":{"rendered":"Teaching Transgenic Food"},"content":{"rendered":"

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This past semester I taught Art & Science<\/a> at the Pacific Northwest College of Art’s Intermedia department<\/a>. I created a small in-class assignment to introduce the idea of creatively engaging the history of Genetically Engineered food. Students were asked to examine the USDA’s database of Field Test of GM Crops<\/a> \/ Petition for Deregulation<\/a> and write recipes using the plants they found in the database. I originally became aware of this University-hosted database through the the Center for Post Natural History’s Permitted Habitats<\/a> project. The European Union’s equivalent database is available here<\/a>.<\/em><\/p>\n

I ask students to use the lens of cuisine to investigate transgenic food (a.k.a., GMOs, AgBiotech, Genetically Engineered food) because it allows them to ask very important “stupid” questions that rarely come into the debate around transgenic food such as:<\/p>\n