Return to Video

How To Communicate With Our DNA Through Food I Maria Chiara Bassi I TEDxMantova

  • 0:11 - 0:17
    I start with a question:
    can food communicate with our DNA?
  • 0:17 - 0:22
    And if it communicates with our DNA,
    can it affect health?
  • 0:23 - 0:26
    Let's think of a first image, the bees.
  • 0:26 - 0:31
    We have three bees: the worker bee,
    the drone, and the queen bee.
  • 0:31 - 0:35
    All three have the same DNA,
    the same genome;
  • 0:36 - 0:41
    but the queen was fed by larvae
  • 0:41 - 0:45
    with a different food: royal jelly.
  • 0:45 - 0:49
    And as we can see,
    the queen's dimensions are different.
  • 0:50 - 0:53
    But not just the size:
    her function is different.
  • 0:53 - 0:56
    It is the only one, inside the hive,
  • 0:56 - 0:59
    that can mate and give rise
    to a new colony.
  • 0:59 - 1:03
    So the food communicated
    something to the DNA,
  • 1:03 - 1:05
    because they all have the same DNA.
  • 1:05 - 1:08
    And we need to go,
    in order to understand that,
  • 1:08 - 1:11
    into the small core of our cells.
  • 1:11 - 1:16
    Two microns, enclosing
    three billion bases,
  • 1:16 - 1:20
    which is our two meters long,
    extremely packaged genome.
  • 1:21 - 1:23
    Think that in the late 90s
  • 1:24 - 1:26
    it was thought that the study
    of the human genome
  • 1:26 - 1:30
    would have provided great answers
  • 1:30 - 1:34
    both in understanding diseases
    but also in understanding the DNA.
  • 1:34 - 1:37
    It soon became clear,
    we were only at the beginning,
  • 1:37 - 1:42
    because only 2-3 percent of DNA
    encodes for a protein,
  • 1:42 - 1:44
    and therefore a function.
  • 1:44 - 1:48
    Everything else - think, 98 percent -
  • 1:48 - 1:52
    is a DNA that at the time
    was considered junk DNA,
  • 1:52 - 1:53
    sorry for the English term,
  • 1:53 - 1:56
    junk that served as a backup
  • 1:56 - 2:01
    to ensure that mutations
    did not fall on genes.
  • 2:01 - 2:03
    In fact this DNA turned out to be
  • 2:03 - 2:05
    the beginning of a new adventure:
  • 2:05 - 2:09
    this DNA was functional
    to regulate the expression of genes.
  • 2:09 - 2:10
    How's that?
  • 2:10 - 2:13
    There are chemical markers on DNA,
  • 2:13 - 2:19
    flags that are affixed to DNA
    during development.
  • 2:19 - 2:20
    These flags,
  • 2:20 - 2:25
    which can be directed either on the DNA
    or on the proteins that wrap the DNA,
  • 2:25 - 2:32
    or even on some RNA, which are
    the mold of anti-sense DNA,
  • 2:32 - 2:33
    are affixed during development
  • 2:33 - 2:37
    so that the cells
    can perform their function.
  • 2:37 - 2:40
    Mind you, we have
    the same DNA in our cells,
  • 2:40 - 2:43
    in each of our cells.
  • 2:43 - 2:46
    But each cell operates differently. Why?
  • 2:46 - 2:50
    Because it has the first parts
    of DNA which are different,
  • 2:50 - 2:54
    thanks to these flags,
    these markers that say to a gene:
  • 2:54 - 2:57
    you have to be expressed in this cell,
  • 2:57 - 3:00
    you have to make sure
    that this cell has this function,
  • 3:00 - 3:02
    and that another cell has another one.
  • 3:03 - 3:04
    To better understand,
  • 3:05 - 3:09
    let's imagine that our DNA
    is an orchestral score,
  • 3:09 - 3:11
    and that genes are the instruments.
  • 3:11 - 3:13
    If you play all together,
  • 3:13 - 3:15
    there would be no harmony,
    there would be no symphony.
  • 3:15 - 3:18
    It wouldn't be the music,
    there'd just be noise.
  • 3:18 - 3:23
    Actually, every gene knows perfectly well,
    thanks to these flags, these markers,
  • 3:23 - 3:27
    when to start working,
    when to play, to shut up,
  • 3:27 - 3:29
    whether to play loud or slow.
  • 3:29 - 3:33
    This harmony takes place
    every second, every instant
  • 3:33 - 3:35
    within our cells.
  • 3:36 - 3:39
    And there is a study,
    an extremely interesting study,
  • 3:39 - 3:41
    done on mice -
  • 3:41 - 3:44
    in biology we always start
    from an experimental model,
  • 3:44 - 3:47
    and often on mice.
  • 3:48 - 3:52
    Two mothers with the same genetics
    were given food to eat.
  • 3:52 - 3:55
    Mother was fed with low-nutrient food;
  • 3:55 - 3:59
    another mother was fed
    a nutrient-rich food.
  • 3:59 - 4:02
    And especially rich in vitamins,
    specific nutrients.
  • 4:02 - 4:03
    The result of this was,
  • 4:03 - 4:08
    the pups of these two mothers
    had a phenotype,
  • 4:08 - 4:11
    that is, an evidence of what
    they are different in -
  • 4:11 - 4:13
    even the color of the coat changed,
  • 4:13 - 4:17
    because the food has communicated
    something different
  • 4:17 - 4:23
    during the development
    of these these pups, to the genes.
  • 4:24 - 4:27
    So let's think about food at present.
  • 4:27 - 4:30
    We have on this small planet,
    as Edgar Morin says,
  • 4:31 - 4:37
    people dying of hunger;
    people who eat in excess;
  • 4:37 - 4:39
    we waste food.
  • 4:39 - 4:44
    We have people who get sick
    because they eat too much, too bad.
  • 4:44 - 4:49
    And we also have a paradoxical situation,
    called "nutritional desert":
  • 4:49 - 4:52
    I leave home, and in ten minutes
  • 4:52 - 4:55
    I can not find any food rich in vitamins.
  • 4:55 - 4:59
    I can only recover the so-called -
  • 4:59 - 5:04
    I don't like the term,
    as food must always be respected -
  • 5:04 - 5:08
    food that has only calories
    but no essential nutrients.
  • 5:10 - 5:13
    And the most interesting thing
  • 5:13 - 5:18
    is that the environment, food,
    lifestyle and even emotions
  • 5:18 - 5:19
    can edit DNA.
  • 5:19 - 5:22
    They can talk with the DNA.
  • 5:22 - 5:24
    And this writing can be transmitted -
  • 5:24 - 5:29
    especially during the first
    1000 days of the child's life,
  • 5:29 - 5:32
    from conception to the third year of age -
  • 5:33 - 5:36
    this writing can also be transferred
    from one generation to another.
  • 5:37 - 5:42
    There is evidence, historical evidence
    of this intergenerational transfer
  • 5:42 - 5:45
    of how much the environment, and food,
  • 5:45 - 5:49
    influenced the health
    of subsequent generations.
  • 5:49 - 5:52
    This is a historical study,
    which took place in Holland.
  • 5:52 - 5:56
    A population of 45 million
    Dutch people was studied,
  • 5:56 - 5:59
    who during World War II
  • 5:59 - 6:02
    was confined to a very
    restricted area of the Netherlands.
  • 6:02 - 6:06
    It was winter: on one side
    there were the German troops,
  • 6:06 - 6:08
    on the other side the frozen canals.
  • 6:08 - 6:12
    This population lived
    for about nine months
  • 6:12 - 6:15
    eating very little,
    they were almost starving:
  • 6:15 - 6:18
    they even came to eat
    the bulbs of the tulips.
  • 6:18 - 6:23
    And it was calculated,
    they ate about 500 kcal per day.
  • 6:24 - 6:26
    We then studied the babies
  • 6:26 - 6:32
    born from them pregnant mothers.
  • 6:32 - 6:38
    These children maintained
    their mothers' programming:
  • 6:38 - 6:41
    their mothers lived without food,
  • 6:41 - 6:43
    and when these children
  • 6:43 - 6:46
    were born they were programmed
    to resist the absence of food.
  • 6:46 - 6:50
    When the war was over,
    they had access to food
  • 6:51 - 6:56
    and these children were more exposed
    to health vulnerablity:
  • 6:56 - 7:01
    more exposed to diabetes, obesity,
    overweight, cardiovascular disease
  • 7:01 - 7:02
    and even cancer.
  • 7:02 - 7:05
    And this vulnerability,
    this increase in risk
  • 7:05 - 7:09
    also reappeared in the second generation
  • 7:09 - 7:13
    and now we are studying
    the third generation.
  • 7:13 - 7:15
    We must think of the small scale,
  • 7:15 - 7:19
    so that the small can suggest actions
    to be taken on the large scale,
  • 7:19 - 7:25
    to improve our society, and also
    the health expectancy of our society,
  • 7:25 - 7:27
    and rethink the origin of diseases.
  • 7:27 - 7:30
    And that is the best way
    to promote health:
  • 7:30 - 7:32
    bring the science of the small scale,
  • 7:32 - 7:36
    these wonderful mechanisms
    that occur in our cells,
  • 7:36 - 7:38
    in the great choices.
  • 7:38 - 7:42
    Invest especially in the social classes
  • 7:42 - 7:44
    that are less aware of all this.
  • 7:44 - 7:47
    They have access to poor food,
  • 7:47 - 7:51
    because it is cheap,
    and maybe they have a low income,
  • 7:51 - 7:54
    and they may also have
    a low level of education
  • 7:54 - 7:57
    that cannot allow them to access
    these types of messages.
  • 7:57 - 8:00
    Above all, investing in mothers,
  • 8:00 - 8:03
    [Right to health / Health and Equity]
  • 8:03 - 8:06
    because the right to health,
    also enshrined in the Constitution,
  • 8:06 - 8:10
    is also a right
    of intergenerational justice.
  • 8:10 - 8:13
    We must care about our health,
    because it is a precious good,
  • 8:13 - 8:16
    but we must also think,
    we can pass it on to the next generations.
  • 8:17 - 8:22
    Then we need to wake up a little bit,
    and this is my awakening.
  • 8:22 - 8:27
    There is an origin that gives
    a greater vulnerability to disease:
  • 8:27 - 8:31
    the first thousand days
    of the child's life are important.
  • 8:31 - 8:34
    And there is perhaps -
    this is a question I often ask myself -
  • 8:34 - 8:37
    a silent evolution that leads a society
  • 8:37 - 8:42
    to have a different health perspective
  • 8:42 - 8:46
    because their access to food is different.
  • 8:46 - 8:48
    And will this evolution continue?
  • 8:48 - 8:52
    Fortunately, it can be reversible
    if conditions change.
  • 8:52 - 8:56
    And if the mom's food, our food, changes.
  • 8:58 - 9:02
    So, if it is true that it is important,
  • 9:02 - 9:05
    for the health of the unborn
    and of the following generations,
  • 9:06 - 9:08
    the environment and the food
    that mother eats,
  • 9:08 - 9:10
    then we must take care of the food
  • 9:10 - 9:14
    and everything that surrounds
    the mothers, their environment,
  • 9:14 - 9:17
    around what are the new lives.
  • 9:18 - 9:22
    So we have to consider
    every eating moment.
  • 9:22 - 9:23
    And curate this moment.
  • 9:23 - 9:25
    It can be the hospital:
  • 9:25 - 9:30
    we can't forget, treat food
    like yet another hotel service.
  • 9:30 - 9:33
    Food must convey values:
  • 9:33 - 9:36
    it must also be deemed important,
    and promote health.
  • 9:36 - 9:38
    Many parents, in schools,
  • 9:38 - 9:41
    are more concerned
    if the children do not eat,
  • 9:41 - 9:44
    but never worry if the child eats badly.
  • 9:44 - 9:47
    Always the worry: my son doesn't eat.
  • 9:47 - 9:49
    But let's worry about what they eat,
  • 9:49 - 9:53
    let's worry if what he eats
    is important for his health.
  • 9:54 - 9:55
    Then there are companies:
  • 9:55 - 9:59
    at any time, but also among friends,
  • 9:59 - 10:03
    a health marketing that can also span
    across different social worlds.
  • 10:03 - 10:05
    We think in every moment that we eat
  • 10:05 - 10:08
    how much we can communicate through food.
  • 10:08 - 10:12
    It must always be good,
    but also functional to health.
  • 10:14 - 10:16
    Because food is an interconnection
  • 10:16 - 10:20
    between our past, our present
    but also our future.
  • 10:20 - 10:23
    It connects us with the Earth,
    because food is work:
  • 10:23 - 10:26
    it is produced and transformed,
    we must respect it.
  • 10:26 - 10:29
    With human beings, with the environment.
  • 10:29 - 10:32
    A great English agronomist said
  • 10:32 - 10:38
    that the health of man, animals,
    land, water and air
  • 10:38 - 10:40
    is unique and indivisible.
  • 10:40 - 10:46
    Consider also: we feed on molecules,
    which are carbohydrates,
  • 10:46 - 10:51
    where the carbon is
    in a high energy chemical bond.
  • 10:51 - 10:54
    But where does this
    high energy bond come from?
  • 10:54 - 10:55
    From the plants!
  • 10:55 - 10:59
    And plants, on the other hand,
    use solar energy
  • 10:59 - 11:03
    to transform a carbon molecule,
    with a low-energy CO2 bond,
  • 11:03 - 11:05
    into high-energy oxygen.
  • 11:05 - 11:06
    For the transitive property,
  • 11:06 - 11:09
    we can say that we eat
    thanks to the energy of the Sun.
  • 11:09 - 11:13
    So we have to respect
    this kind of environment around us
  • 11:13 - 11:17
    which allow us to be part of our history.
  • 11:17 - 11:20
    Let's think of the scents
    that evoke emotions,
  • 11:20 - 11:23
    the scents of our grandmother's kitchen.
  • 11:23 - 11:25
    Let's think of Proust and the Madeleines.
  • 11:25 - 11:30
    Let's think about how much
    food binds tradition, history:
  • 11:30 - 11:34
    it is part of our past,
    but it is also part of our future,
  • 11:34 - 11:35
    And it is also part
  • 11:35 - 11:38
    of what we can transfer
    to future generations.
  • 11:38 - 11:42
    Sometimes, however,
    you also eat standard foods,
  • 11:42 - 11:46
    with standard scents and standard flavors,
  • 11:46 - 11:48
    and I think this is disqualifying
  • 11:48 - 11:50
    for taste, our organ of sense.
  • 11:50 - 11:53
    We have five sense organs,
  • 11:53 - 11:55
    and the sense organ of taste
    is a wonderful organ:
  • 11:55 - 11:58
    we have five tastes through taste,
  • 11:58 - 12:01
    but through the vomer-nasal organ
    and the sense of smell
  • 12:01 - 12:04
    millions of possibilities
    to appreciate flavors and aromas.
  • 12:04 - 12:07
    Sometimes the food
    is industrial, very processed.
  • 12:07 - 12:10
    A food that endlessly repeats itself.
  • 12:11 - 12:14
    And we must invest in the culture of food.
  • 12:14 - 12:16
    Which is a different culture
    from prevention,
  • 12:16 - 12:19
    but they can really have links in common.
  • 12:20 - 12:23
    Also, nourishing and loving
    are a mother's first acts.
  • 12:23 - 12:26
    A feeding food is a loving food.
  • 12:26 - 12:29
    And then, of course, our traditions.
  • 12:29 - 12:31
    Our traditions account for a distinction
  • 12:31 - 12:34
    between a daily diet,
    with frugal but still tasty food,
  • 12:34 - 12:36
    and a holiday that we have
    to expect and wait
  • 12:36 - 12:41
    so we can share a richer food
    with our beloved relatives.
  • 12:41 - 12:44
    Then what is epigenetics?
  • 12:44 - 12:46
    From "epi", Greek, "above" DNA.
  • 12:46 - 12:49
    All these modifications on top of the DNA.
  • 12:49 - 12:54
    It is a bridge that links
    the environment - alas, even pollution -
  • 12:54 - 13:00
    emotions, food, that encompasses
    all this, to our DNA.
  • 13:00 - 13:05
    We thought of DNA as an immutable code:
  • 13:05 - 13:08
    tall, short, blue eyes, black eyes.
  • 13:08 - 13:12
    In fact, we understood,
    through these latest studies -
  • 13:12 - 13:18
    there are not so recent,
    because they dates back to 15 years ago -
  • 13:18 - 13:20
    that we can have a dialogue with our DNA,
  • 13:20 - 13:23
    and we can also transfer our history
  • 13:23 - 13:25
    to the following generations.
  • 13:25 - 13:31
    And in fact I think, a fairer, more equal
    health perspective for all.
  • 13:31 - 13:34
    So that new generations
  • 13:34 - 13:38
    will have even less vulnerability
    to certain diseases.
  • 13:38 - 13:39
    Thank you.
  • 13:39 - 13:43
    (Applause)
Title:
How To Communicate With Our DNA Through Food I Maria Chiara Bassi I TEDxMantova
Description:

Health as a prospect of equality. Maria Chiara Bassi leads us to discover how nutrition can influence our DNA for generations and how the spread of healthy eating helps create a more just and equitable world.

This talk was given at a TEDx event using the TED conference format but independently organized by a local community.

Learn more at https://www.ted.com/tedx

more » « less
Video Language:
Italian
Team:
closed TED
Project:
TEDxTalks
Duration:
13:48

English subtitles

Revisions