_This post was written by Seyed-Moeen Hosseinalipour, a PhD student in Global Studies at the University of Geneva. His research focuses on computational approaches to global governance of infectious diseases from a One Health and Planetary Health perspective._

_Moeen was a previously a participant, and is now a Teaching Fellow, on our [Pandemics Course](https://biosecurityfundamentals.com/pandemics/)._

This article explains how I came to understand biotechnology information hazards and their importance through my love of the fantasy world of Harry Potter.

Conveying complex and often controversial topics is crucial in education. As an educator in the field of global health security, I have encountered significant challenges in teaching subjects related to biotechnology and biosecurity. Some topics are just hard to teach due to their complicated technical nature, like genome editing tools or epidemiological calculations. Some others are controversial, where the right answer is debated even among scholars or is heavily dependent on the context, like physically enforced lockdown measures during an outbreak. There are also some rare occasions, where teaching a point becomes difficult because it, at least in the beginning, seems counterintuitive, limiting or unappealing.

One particular concept that I found difficult to communicate was the idea of an "information hazard"—the notion that some information, due to its dual-use nature, should be communicated cautiously or not at all[^1].

An information hazard refers to knowledge that, if misused, could cause significant harm. In biotechnology, this often relates to dual-use research—work that can be used for both beneficial and harmful purposes[^2]. For instance, research on virus engineering aimed at understanding pathogen behaviour can also provide insights into creating more virulent strains, posing a potential biosecurity risk. Other examples include the publication of genetic sequences of dangerous pathogens or methods to bypass security measures in bio-labs. Balancing the benefits of open scientific communication with the risks of misuse is a delicate and crucial task.

As someone from a country where government censorship is prevalent, I struggled with the principle of information hazard when it was first presented to me on the [Pandemics Course](https://biosecurityfundamentals.com/pandemics/), seeing it as a threat to academic freedom and an extension of the censorship I had experienced. I refused to understand why we should not openly discuss how a lab could synthesise the DNA to produce an active smallpox virus for example. Wasn't this kind of academic freedom and curiosity why I applied to study abroad in the first place? Why should I give away my freedom to discuss any topic that I feel is interesting? Most of the censorship I have seen in my own country was political in nature, leading me to desire for open access to all information.

I struggled for a long time, wrestling with these questions floating around my head, however, my perspective changed dramatically due to an unexpected source of insight: the Harry Potter series.

As a fan of J.K. Rowling's Harry Potter, I often find myself drawing parallels between the magical world and real-life situations. One day, while contemplating the ethical implications of sharing sensitive biotechnological information, I recalled a pivotal moment from the series.

In "Harry Potter and the Half-Blood Prince," Professor Horace Slughorn unknowingly contributes to the rise of one of the darkest wizards, Voldemort. Slughorn shares forbidden knowledge about Horcruxes—dark magical objects used to attain immortality—during a conversation with a young Tom Riddle, who claims to only seek this kind of knowledge for academic purposes. Riddle later becomes Voldemort and uses this knowledge to create multiple Horcruxes, which makes him nearly impossible to kill, causing the magical world to be swallowed by terror and darkness for years.

Slughorn's recklessness in sharing this information and his subsequent shame are central to the plot. He is so mortified by his mistake that he alters his memory to hide the truth, a memory that Professor Dumbledore tasks Harry Potter with retrieving. Harry, a young wizard destined to defeat Voldemort, must uncover this secret to understand how to destroy Voldemort once and for all.

This realization hit me hard. Professor Slughorn's unintentional contribution to Voldemort's rise was a perfect illustration of an information hazard. Sharing knowledge without considering the potential for misuse can lead to devastating consequences. This realisation allowed me to understand the necessity of information hazards in biotechnology and biosecurity.

Equipped with this new perspective, I began integrating the Horcrux analogy into my lessons on biosecurity when I was later approved as a facilitator to teach the same course. When discussing why certain information, research, or practices should be restricted due to their dual-use potential, I referenced Professor Slughorn's story. This analogy resonated particularly well with students familiar with the Harry Potter series, helping them grasp and accept the concept more readily.

For example, when explaining why discussions on engineering viruses for increased transmissibility should be approached with caution, I likened it to sharing the secrets of Horcrux creation. This comparison made the abstract notion of information hazard more tangible and relevant to the students, facilitating a deeper understanding and acceptance. In some cases, it also helped lighten the mood in the classroom, particularly among those who were not happy with the class policy about employing information hazard measures.

Since adopting this approach, I have observed a significant shift in my students' attitudes. Those who were initially resistant to the idea of restricting academic communication began to appreciate the importance of safeguarding sensitive information. The Harry Potter analogy not only made the concept relatable but also highlighted the ethical responsibilities inherent in scientific research.

My journey from scepticism to acceptance of biotechnology information hazards was profoundly influenced by my love for a series of fantasy novels. Reflecting on this experience, I realised the power of using relatable concepts to teach complex and controversial subjects.

There are likely many similar connections to be made to facilitate acceptance and learning of other controversial topics. By drawing on familiar stories, educators can bridge gaps in understanding and foster acceptance of critical principles. In my case, a connection to the magical world of Harry Potter helped comprehend and teach the importance of information hazards.

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[^1]: Bostrom N. Information Hazards: A Typology of Potential Harms from Knowledge. 2012 Mar 29;10.

[^2]: Lewis G, Millett P, Sandberg A, Snyder-Beattie A, Gronvall G. Information Hazards in Biotechnology. Risk Analysis. 2019;39(5):975–81.


Teaching With Analogies: Harry Potter and the Biotechnology Information Hazards

Seyed-Moeen Hosseinalipour • October 9, 2024