Copyright 2007,2008. All rights reserved. Portions excerpted from The GenoType Diet (Broadway Books, New York, NY)
'Receptor Type' (Altruistic Worldview) GenoType
Almost Always Blood Type A Some Blood Type AB
Teachers are first-class adapters.
The Teacher carries an impressive wisdom of the body. Long ago, Teacher GenoTypes incorporated rich and abundant sources of protein in combination with rapid adoption of simple but effective agricultural technologies, and went on to develop a reasonably flexible worldview.
A fairly ubiquitous GenoType, the Teacher isfound in just about every racial and ethnic group, although it is especially common in East and South Asians and Western Europeans, which implies that it is probably older than the modern day racial and ethnic categories. Teacher is also found equally in both men and women. The ancestral DNA haplogroups for Teacher in general those types that are descended from macrohaplogroups associated with the 'Out of Africa' spread of Neolithic technologies.
The Teacher probably adapted originally from a marshy or wetland environment, such as one would encounter in grassy wetlands in inland northern Asia or between the Tigris and Euphrates rivers of Mesopotamia, the Coastal salt marshes associated with the river estuaries of Europe and Africa. In any of these cases, fish, crustaceans and mollusks are traditionally widely available and easily procurable. By the late Mesolithic Period the Teacher worldview was centered upon the hunting of seals, scavenging for shoreline creatures and fishing.
This GenoType somewhat fits the description of what some theorists call 'The Aquatic Ape Hypothesis'. This theory states that human ancestors evolved in warm and wet environments and gathered much of their food from shallow sea-, lake- or riverside environments through beach-combing, wading and diving for foods such as coconuts, bird's eggs, turtles, shell- and crayfish, part of reeds, papyrus and other aquatic plants. As a result, many of the major physical differences between humans and the other apes, such are our relative hairlessness, may be adaptations for wading, swimming and diving through a watery media.
Physical Profile
Teachers are generally ectomorphs or meso-ectomorphs, possessing a low body fat percentage, small bone size, a high metabolism, and a wiry physique. A characteristic of the Teacher is clearly discernable tendons and ligaments underneath the skin, a sign of flexibility and strength. Teachers tend to be smaller to average height, with torsos and legs of about equal length
Clear signs of Teacher GenoType include the combinations of blonde hair and brown eyes or black hair and the epicanthic eye fold in Europeans. Incisor shoveling in Africans and Caucasians is another sign of Teacher GenoType. The nose is typically balanced to slightly wide. Interestingly, slight epicanthic folds can often be seen in even many non-Asian Teacher GenoTypes, especially from the more north western parts of Europe. Straight hair is a typical attribute of Teacher, and may represent very early adaptations to the cooling of the climate that occurred at about the same time as the disappearance of Neanderthal.
Lower leg length and upper leg length tend to be relatively balanced in the Teacher GenoType, but the trunk is usually longer than the total leg length. Teacher tends to be small boned, with a smaller frame size, although this may not be true of Africans and Northern Europeans. Teacher somatotypes are typically balanced, with few extreme versions of any somatotype, more typically Teacher is an equal mix of endomorphic, mesomorphic and ectomorphic types. A characteristic of Teacher is the ability to clearly discern tendons and ligaments underneath the skin, which is almost never seen with Iota GenoType. The Teacher jaw structure is usually 'not round', meaning that the gonial angle can range from squarish to a more balanced shape. Teacher is relatively well balanced when it comes to androgens and estrogens and their lower leg extremity space is usually what would be expected for the gender of the subject.
Teacher is relatively well balanced when it comes to androgens and estrogens; their Index and Ring finger ratios (D2:D4 ratio) are usually symmetrical as per left and right sides and typically also symmetrical as per what would be expected as per the gender of the subject (i.e. men with longer D4, women with longer D2). Excessively longer ring fingers on both hands in men or index fingers in women indicate that an increased tendency towards developing cancers of the reproductive systems (prostate, ovary, breast, etc.) should be considered.
Most Teachers are PROP 'tasters' or 'super tasters' and usually have an 'A antigen' blood type (blood types A1, A2, A1b, A2B). Their Rh blood group is interesting. They are almost always Rh-positive, and a little further detective work shows that they almost always have the 'ancient' form of the Rh positive blood group (CDE).
Teachers often have a significant number of whorl type fingerprints, a useful indicator of future cancer risks, especially for women. Research has shown that the presence of six or more whorl fingerprint patterns is associated with an increased risk of breast cancer, with a statistical significant no different from having a positive mammogram. That's pretty dramatic! In type A Teachers, a whorl count greater than 6 should be considered a wake-up call for a pro-active cancer prevention program.
Metabolic Profile
Teacher GenoTypes are very, very tough, sinewy folks. Although not often tall or excessively Teacherscular, they can often do the work of two or three people, since they have a marvelous synchronicity between their kinetic, chemical energy and their electric, nervous energy. Usually when one fatigues, the other takes over, and indeed a useful way for Teacher to relax is to simply alternate between these energy systems.
Because of the inherent tolerance of the Teacher immune system, their digestive tract is often host to a wide and sometimes bizarre arrangement of microbial life. Normally this is not a problem, and may well even be a slight benefit; but the Teacher should always have a 'low overgrowth' component to theur food sleection strategies: In general most simple sugars and carbohydrates should be minimized, as their breakdown products will in short time produce an explosive microbial overgrowth in the lower intestines. Extreme forms of microbial social engineering --such as antibiotics-- almost always cause major disruption of the Teacher digestive tract unless modulated with extra short chain fatty acids, soluble fiber and probiotics.
In his book Food Is Your Best Medicine Bieler describes a version of the Teacher GenoType as a 'Thyroid Type' characterized by a slim build and an inability to gain weight, restlessness, rapid movements, fine features, and an overactive nervous system. Of the traditional classifications systems, the Chinese yin/yang classification of 'Yin-Water' is closest to the Teacher type: Blunt, passionate, confident, fearless, excellent stamina, ambitious, robust, and authoritarian. Yin-Water types also dislike most cold things and are quite averse to bathing in cold water.
Stress Profile
Their tolerance of the physical world, and also to life in general, gives Teachers great insight into the nature of existence --which to them is simply the sum total of all matter in motion -- and provides the Teacher GenoType an insightful, supernatural bent. However the Teacher is not antiscientific; rather, that it identified and aligned with natural processes and cosmology long before there was a science and probably will continue to do so long after it as well.
The Teacher worldview is an effective and accurate predictive response to most aspects of the modern environment. Their biological tolerance is often reflected in their personalities. They have a centered, calm manner. However, many of the more nefarious aspects of modern life, in particular the use of drugs such as nicotine, caffeine and recreational pharmaceuticals will pose an even more significant threat to the Teacher than perhaps might otherwise be appreciated.
In general, Teachers have the souls of an artist and are happy and healthy as long as there are ample avenues for creative expression in their lives. They are great at meta-analysis, the ability to evaluate numerous types of data and synthesize its essence or gestalt.
Aging Profile
Because it is such a tolerant GenoType Teachers are not all that inflammatory-prone and in general seem to be less allergic. Teachers tend to age well, and often reach significantly advanced years. But this doesnÕt happen automatically. The key for Teachers is to seek balance in everythingÑwhether it be diet, work schedules, sleep-wake cycles, or methods of exercise. Despite often reaching advanced age, a significant number of Teachers can experience major health problems in early middle age, such as cancers and circulatory problems.
Allowing the Teacher to reach a healthy old age is as simplae as preventing methyl groups from getting knocked off their DNA molecules from stress, toxins and sickness, and replacing them with new methyl groups if they do. This process, called methylation, is critical to the proper health and aging of the Teacher GenoType. A lack of proper methylation turns Teacher DNA into the genetic version of that joke circulating around the office cubicles: a photostat of a photostat repeated so many times that the graphics and text are barely readable.
In Ayurveda a case could be made for some of the more overt aspects of Teacher GenoType fitting the constitutional type called Vata. Vata types are highly imaginative and quick to learn and grasp new knowledge. However they tend to respond to stress with fear, worry, and anxiety, especially when out of balance. Physically Vata types are slender, chests are flat and their veins and muscle tendons are visible.
Immune Profile
The thymus and bone marrow loom large in the proper balance of the Teacher GenoType. Once dismissed as non-essential organ, it is now known to play a important role in the early development of the immune system, being the primary site of T cell maturation. By puberty, our thymus atrophies, gradually shrinking in size and function. For Teacher, hydrotherapy, particularly the bathing in cold spring water, has a provocative effect upon the thymus and immune system, probably due to receptors in the skin which are activated by sudden changes in temperature. Dry brushing and lymph drainage are all useful in stimulating the thymus and bone marrow through the skin. By increasing circulation in the body, hydrotherapy increases circulation of white blood cells, which stimulates the immune system.
Having an altruistic worldview may be an admirable quality, especially when it comes to migration and having to adapt to new flora and fauna, but not when it is expressed at the expense of one's own well-being. The Teacher who has exhausted his or her immune system with overwork, sleep deprivation, stress or poor diets, will have trouble fending off chronic infections. They become easy prey for the latest bacteria making the rounds in their offices or schools. Teacher children suffer from chronic ear and respiratory infections, and they often appear sickly.
In general, the Teacher's immune system is rather slow to activate, particularly against bacteria and parasites. This has its benefits, since the Immune system does not spin its wjeels hunting down and destroying things that it could just as well have gotten along with, and this trait was critical to allowing the early Teachers to migrate throughout the world. However, the tolerant Teacher Immune system can easily over-identify with the external world, lowering its defenses against microbes, harmful foods and aberrant cells. Poor Immune surveillance means vulnerability to infections, as well as a higher than average risk for many common cancers.
The tolerant Teacher immune system can easily over-identify with the external world, lowering its defenses against microbes, harmful foods and aberrant cells. Poor Immune surveillance means vulnerability to infections, as well as a higher than average risk for many common cancers. This often occurs in Teachers because tumor cells often turn-off genes that are supposed to keep them in check. These 'jail-keeper' genes are called tumor-suppressor genes and they are supposed to prevent cancer genes from activating. Often in Teachers, the first thing cancer genes do is figure out a way to turn off the suppressor genes. At that point the inmates are running the prison. Fortunately with the Teacher GenoType diet, you can put those suppressor genes back to work for you.
Lack of self-identification, or perhaps over identification of one self in the external world, poses difficulties for GenoTypes with altruistic worldviews. Altruism as an unselfish concern for the welfare of others is fine enough, but to consider others as more important than oneself is degrading and demeaning to the self. Extending one's own worldview to humans, many of whom already subscribe to a code of conduct that rewards altruistic behavior is certainly praiseworthy. Lowering one's threshold of suspicion toward microbes, harmful foods and aberrant cells is another thing altogether. That is a problem for the modern day worldview of the Teacher GenoType: they can blend into the world so good they sometimes lose sight of themselves. Adult Teacher GenoTypes will often report that a sibling or parent has developed cancer, and there is often quite a bit of cancer in the family lineage. In westernized countries, Teacher is especially prone to cardiovascular disease as well.
The Teacher Program
With the right diet and lifestyle changes, the results of following the GT3 Teacher diet and lifestyle recommendations are nothing short of miraculous. Once the Teacher embarks on a program of dietary and lifestyle changes, the results are immediate. Their recovery powers are quite remarkable.
Teacher Activator is designed to provide nutritional support for the optimization of DNA methylation; the enhancement of proper microbial balance in the digestive tract; and the encouragement of proper cell respiration aerobic glycolysis versus anerobic glycolysis, in keeping with the 'Warburg Hypothesis.'
Teacher Activator Supplement Strategy:
Betaine: Betaine is well known as a gastric acidifier. This help minimize chances for bacterial overgrowth in the upper GI tract, principally the stomach and duodenum. Betaine is also an excellent donor of methyl groups, which are needed to maintain proper DNA fidelity.
Biotin: In addition to provide a balancing effect on the digestive microflora, discouraging excess fungal growth, biotin (a B vitamin) has dietary histone deactylase inhibiting effects, encourage proper DNA winding and unwinding.
Coriolus versicolor and Thiamine: Coriolus versicolor mushroom is high in natural sterols including beta-sitosterol and ergosterol. These help optimize proper immune function. In combination with the B vitamin Thiamine, Coriolus helps channel cellular respiration towards the oxygen dependent pathways (aerobic glycolysis) and away from the low oxygen pathways (anerobic glycolysis)
Saccharomyces cervevisiae, lactobacillus plantaru, Lactobacillus bulgaricus: These probiotics and healthy yeast strains enhance proper microbial balance in the digestive tract and help remove metabolic toxins and endproducts of excess bacterial overgrowth.
Teacher Catalyst is designed to provide maximum cell-integrity stabilization and to assist in the optimization of gut by enhancing cell repair and intracellular energy production.
Teacher Catalyst Strategy:
Vitamin D: This important vitamin (actually a hormone) has important gene stabilizing effects. Vitamin D metabolites influence the expression of various genes involved in calcium homeostasis, cell differentiation, and regulation of the immune system.
Selenium: This micromineral is iportant for its effect in enhancing gene methylation and its ability to remove genotoxins though it interactions with the antioxidant glutathione. An adequate selenium status has for long been considered to prevent the development of various forms of cancer.
Quercetin: A significant anti-mutagen, quercetin is a bioflavanoid anti-oxidant found in most plants. In addition to its cell-stabilizing effects, quercetin also enhances the cell's ability to process glucose and has mild anti-allergic properties.
Panax Ginseng: American ginseng (Panax quinquefolius L., Araliaceae) possesses anti-cancer potential and is one of the most commonly used herbal medicines in the United States. Waxy components in American gensing, called saponins, have been shown to promote gene stability.
ECGC Green Tea: The ends of human chromosomes are protected from the degradation associated with cell division by long end sections called telomeres. In normal cells telomeres lose up to 300 base pairs of DNA per cell division that ultimately leads to senescence; however, most cancer cells bypass this lifespan restriction through the expression of an enzyme that helps repair the telomeres (telomerase). Unfortunately many cancer cells express excess telemorase as part of their quest for immortality. ECGC Green Tea helps regulate telemorase activity, in addition to helping remethylate the sections of genes that demethylate with aging.
Teacher Synergist is designed to provide 1,000 mg of Flax Seed Oil providing a GenoCorrect balance of Omega-3, Omega-6, Omega-9, and Flaxseed Lignans.
Teacher Synergist Supplement Strategy:
Flaxseed oil Omega-3 fatty acids have been shown to reduce inflammation and help prevent certain chronic diseases such as heart disease and arthritis. These essential fatty acids appear to be particularly important for cognitive and behavioral function as well as normal growth and development. Lignans, such as those found in flaxseed oil, appear to help modulate excess growth fators levels later in life (which may help enhance longevity) and encourage apotosis (programmed cell death) in cells damaged by aging or mutation.
