DOCSLIB.ORG

Autism, Humanity and Personhood: a Theological

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Autism, Humanity and Personhood: a Theological AUTISM , HUMANITY AND PERSONHOOD : A THEOLOGICAL PERSPECTIVE Jennifer Anne Cox BSc; GradDipEd; BTh; BTheol (hons) This thesis is presented for the degree of Doctor of Philosophy 2015 1 I declare that this thesis is my own account of my research and contains as its main content work which has not previously been submitted for a degree at any tertiary education institution. ………………………………………………….. Jennifer Anne Cox 2 Abstract Theological anthropology is charged with providing an understanding of the human. But theological anthropology can exclude people who are cognitively impaired because it has historically upheld reason as the image of God. Recent theology of intellectual disability has bypassed this difficulty by emphasising relationality as the image of God. This approach, however, has the unfortunate consequence that it excludes people with severe low- functioning autism, who do not relate to others as persons but as objects. This thesis aims to articulate a theological anthropology which is inclusive of people with severe autism. Autism is a pervasive developmental disorder, the main characteristic of which is difficulty in social interaction. An examination of the Genesis creation story reveals both that God is relational and that human beings were created to live in relationship with God and other humans. This raises the theological question of how we may understand people with severe autism as human persons. Through an investigation of the significance of the incarnation I argue that the best basis for an inclusive anthropology, not dependent on any characteristic or ability, is the vicarious humanity of Christ. This is because Jesus Christ is the only human being who is without sin and the only true image of God. He is therefore able to gift others with both humanity and personhood. The work of the incarnation is completed by the atonement and resurrection. The work of the cross overcomes death and provides the basis for the eschatological healing of autism. This healing is actualised in the resurrection of the dead, when all that was proleptically true of the humanity of autistics will be fully realised. My christological, inclusive theological anthropology provides a strong basis for upholding the dignity and value of all people with severe autism. 3 Table of Contents ABSTRACT .................................................................................................................................... 3 TABLE OF CONTENTS ...................................................................................................................... 4 ACKNOWLEDGEMENTS ................................................................................................................... 7 INTRODUCTION ...................................................................................................................... 8 THE ISSUE .................................................................................................................................... 8 THE LITERATURE ......................................................................................................................... 12 MY APPROACH ........................................................................................................................... 28 SUMMARY OF THE THESIS ............................................................................................................. 31 CHAPTER 1 ‘AUTISM’ ............................................................................................................ 38 INTRODUCTION ........................................................................................................................... 38 THE ‘D ISCOVERY ’ OF AUTISM ........................................................................................................ 40 THE CORE FEATURES OF AUTISM .................................................................................................... 44 Impaired Social Skills ......................................................................................................... 44 Impaired Reciprocal Communication ................................................................................ 47 Repetitive or Restricted Interests and Behaviours ............................................................. 49 AUTISM OVER THE LIFETIME .......................................................................................................... 51 PERCEPTIONS OF AUTISM ............................................................................................................. 54 AUTISM TERMINOLOGY ................................................................................................................ 57 TWO LIVED EXPERIENCES OF AUTISM .............................................................................................. 61 Gunilla Gerland – A Real Person? ...................................................................................... 62 Joe: The Only Boy in the World .......................................................................................... 69 CONCLUSION : THEOLOGICAL QUESTIONS ......................................................................................... 76 CHAPTER 2 ‘CREATION’ ......................................................................................................... 81 INTRODUCTION ........................................................................................................................... 81 IN THE BEGINNING ELOHIM : GOD EXISTS IN COMMUNION .................................................................. 84 GOD SAID , “L ET THERE BE LIGHT ”: GOD ’S COMMUNICATION ............................................................. 88 CREATION EX NIHILO : GOD ’S NEW THING ........................................................................................ 90 LET US MAKE HUMANS IN OUR IMAGE ........................................................................................... 93 AUTISM AND THE IMAGE OF GOD ................................................................................................... 99 HAVE DOMINION OVER THE EARTH : NEWNESS ............................................................................... 101 ADAM GAVE NAMES TO ALL THE ANIMALS : HUMAN COMMUNICATION .............................................. 104 IT IS NOT GOOD TO BE ALONE : HUMAN COMMUNITY ..................................................................... 106 NO AUTISM IN THE BEGINNING .................................................................................................... 108 THE ORIGIN OF AUTISM ............................................................................................................. 110 Three Opinions about the Origin of Disability ................................................................. 110 Sin as the Origin of Autism .............................................................................................. 114 Why Alternatives to Sin as the Origin of Disability Fall Short .......................................... 122 CONCLUSION ............................................................................................................................ 127 CHAPTER 3 ‘INCARNATION’ ................................................................................................ 131 INTRODUCTION ......................................................................................................................... 131 THE PROBLEM WHICH INABILITY POSES TO THEOLOGY ..................................................................... 134 SOME INCLUSIVE ANTHROPOLOGIES ............................................................................................. 139 Human Being as Mutuality and Response ....................................................................... 140 The Cult of Normalcy ....................................................................................................... 143 Extrinsic Anthropology .................................................................................................... 146 JESUS CHRIST : TRUE HUMAN BEING AND TRUE IMAGE OF GOD ......................................................... 149 Jesus Alone is True Human Being .................................................................................... 149 Jesus Christ the True Image of God ................................................................................. 154 Sharing the Humanity of Christ ....................................................................................... 159 IRENAEUS : RECAPITULATION ........................................................................................................ 161 THE IMPLICATIONS OF IRENAEUS ’ THEOLOGY .................................................................................. 171 J.B. TORRANCE : THE VICARIOUS HUMANITY OF CHRIST .................................................................... 176 IMPLICATIONS OF THE VICARIOUS HUMANITY OF CHRIST ................................................................... 184 THE NATURE OF HUMAN PERSONHOOD ........................................................................................ 191 PERSONHOOD AND SEVERE AUTISM .............................................................................................. 197 JESUS CHRIST THE HUMANIZING HUMAN AND PERSONALIZING PERSON ............................................... 199 HUMANIZING HUMAN AND PERSONALIZING PERSON AND AUTISM ..................................................... 205 CONCLUSION
Load more

Recommended publications
  • Horse Boy Method 1 - Workbook
    Horse Boy Method 1 - Workbook Horse Boy Method 1 Intro Workshop 1 | Page Last Updated 2014‐ 06‐ 11 © 2013 All rights reserved, Horse Boy LLC Horse Boy Method 1 - Workbook Table of Contents Live course Overview ................................................................................................................................................. 4 Online course Overview ............................................................................................................................................ 4 Introduction ............................................................................................................................................................... 5 1. Theory ................................................................................................................................................................ 6 1‐0 Theory: The Horse Boy Story – How it began ............................................................................................ 6 1.1 Theory: Environment, Sensory, Back‐Riding ................................................................................................... 6 1.1 Theory: Rule based Games/Theory of Mind, Academics & Self‐Advocacy ..................................................... 8 1.2 Theory: Ethics! ................................................................................................................................................. 8 2. Environment .....................................................................................................................................................
    [Show full text]
  • Twice-Exceptional Newsletter July/August, 2016 for Parents, Teachers, and Professionals
    TM Twice-Exceptional Newsletter July/August, 2016 For parents, teachers, and professionals. Issue 77 Helping twice-exceptional children reach their potential. 2e Our focus for this issue — Authentic learning for 2e students Improvisational Play: Social/ Most importantly, improvisational play provides 2e Page perfectionists with a nurturing and safe learning envi- 3 Emotional Learning for 2e Students ronment for taking risks, experiencing missteps, and By Pat Sciortino, M.S. developing recovery skills vital to moving beyond any Quote challenges they may encounter. If I could do only one thing to help twice- exceptional students The Talent Development “They need a place where they can be themselves Page and be accepted. Here they have the opportunity to on their journeys, it 7 Cooperative indulge in creative thinking and admire each other for would be to identify it.” — Melissa Sornik and develop their tal- By Linda C. Neumann ents. It is their talents that will provide them a pathway to success in life. It is through 2e-Friendly School: Conservatory Conservatory Prep opened in Davie, Florida, in 2006 Page and graduated its first class in 2009. “In the beginning the rigors of talent 9 Prep years,” says founder Wendy Weiner, “it was really an development that By J. Mark Bade arts integration school. We felt we were going to use they will become self- the arts as the basis or part of the methodology for regulated and goal- learning, and we still do.” directed. It is through talent that they will Also Inside develop positive iden- From the Publishers .................................................................................................................................................................................................. 2 tities and like-minded Introduction to Social Thinking ...............................................................................................................................................................................
    [Show full text]
  • Pausing Encounters with Autism and Its Unruly Representation: an Inquiry Into Method, Culture and Academia in the Making of Disability and Difference in Canada
    Pausing Encounters with Autism and Its Unruly Representation: An inquiry into method, culture and academia in the making of disability and difference in Canada A dissertation submitted to the Committee of Graduate Studies in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in the Faculty of Arts and Science. TRENT UNIVERSITY Peterborough, Ontario, Canada Copyright by John Edward Marris 2013 Canadian Studies Ph.D. Graduate Program January 2014 ABSTRACT Pausing Encounters with Autism and Its Unruly Representation: An inquiry into method, culture and academia in the making of disability and difference in Canada John Edward Marris This dissertation seeks to explore and understand how autism, asperger and the autistic spectrum is represented in Canadian culture. Acknowledging the role of films, television, literature and print media in the construction of autism in the consciousness of the Canadian public, this project seeks to critique representations of autism on the grounds that these representations have an ethical responsibility to autistic individuals and those who share their lives. This project raises questions about how autism is constructed in formal and popular texts; explores retrospective diagnosis and labelling in biography and fiction; questions the use of autism and Asperger’s as metaphor for contemporary technology culture; examines autistic characterization in fiction; and argues that representations of autism need to be hospitable to autistic culture and difference. In carrying out this critique this project proposes and enacts a new interdisciplinary methodology for academic disability study that brings the academic researcher in contact with the perspectives of non-academic audiences working in the same subject area, and practices this approach through an unconventional focus group collaboration.
    [Show full text]
  • Name of Guide Library List
    NameLibrary of guide List A Guide for ParentsBooks Working wonders for children with brain conditions Families where a child has a brain condition face challenges every day. Just to learn, play, make friends and experience the world can feel difficult, even impossible. But we don’t believe there’s any challenge that can’t be overcome. So we listen to families, we learn from them. We carry out research, we design and innovate, we make and share. From new equipment to new learning resources, to new ways to play and support each other, everything we find out together makes life better,better. It opens doors to discovering the world. It’s an incredibly rewarding journey for everyone involved. Why not be a part of it? You never know what we’ll discover together. www.cerebra.org.uk Our guides for parents help you find the answers you need. You can view and download the full series of our guides and factsheets completely free from our website www.cerebra.org.uk. If you would like to make a donation to help cover the cost of producing our guides give us a call on 01267 244216 or donate at www.cerebra.org.uk/fundraise/donate. Thank you. Contents How the Postal Lending Library Works 4 Acquired Brain Injury, Brain Tumour and Stroke 5 ADHD and ADD 6 Autism including Aspergers Syndrome (explaining autism) 7 Autism including Asperger Syndrome (living with autism) 10 Behaviour 14 Carers and Respite Care 16 Cerebral Palsy 17 Communication, Speech and Language 18 Down Syndrome 20 Education Teaching and Learning (general education) 21 Education Teaching
    [Show full text]
  • Temple Grandin Professeure De Zootechnie Et De Sciences Animales
    TEMPLE GRANDIN PROFESSEURE DE ZOOTECHNIE ET DE SCIENCES ANIMALES Mary Temple Grandin, dite Temple Grandin, née le 29 août 1947 à Boston, est une femme autiste, professeure de zootechnie et de sciences animales à l'université d'État du Colorado, docteure et spécialiste de renommée internationale dans cette même discipline. Elle monte en 1980 une entreprise d’ingénierie et de conseils sur les conditions d'élevage des animaux de rente, qui fait d’elle une experte en conception d'équipements pour le bétail. En 2012, près de la moitié des abattoirs à bovins d'Amérique du Nord sont équipés du matériel qu'elle a conçu ; depuis les années 1980 jusqu'en 2016, elle a collaboré à environ 200 articles de recherche. Temple Grandin a été diagnostiquée avec des « dommages cérébraux » à l'âge de deux ans, et n'a pas parlé avant l'âge de trois ans et demi. Une intervention précoce lui a permis de progresser, de suivre sa scolarité jusqu'en doctorat, puis de vivre de son métier. Elle est également connue pour être la première personne autiste à avoir témoigné de son expérience de vie dans des autobiographies, Ma vie d'autiste en 1986 et Penser en images en 1995. Elle fait régulièrement appel à des techniques de scanographie, qui ont révélé le fonctionnement et la structure particulière de son cerveau spécialisé dans la pensée visuelle, une recherche publiée dans l'ouvrage Dans le cerveau des autistes, en 2013. Elle s’implique pour la défense du bien-être animal, plaidant pour une meilleure prise en compte de la souffrance animale pendant l'élevage et l'abattage, s’opposant en particulier à l'élevage en batterie.
    [Show full text]
  • Chapter 3 Neurodevelopmental Disorders
    M03_GURA9675_01_SE_C03.indd Page 112 7/7/15 1:39 PM user /207/PHC00095/9780132879675_GURAL/GURAL_A_CHILD_AND_YOUTH_CARE_APPROACH_TO_ABNORM ... Chapter 3 Neurodevelopmental Disorders Dubova/Fotolia Neurodevelopmental disorders are associated with behaviours that are observed early in development and create significant impairments in the ability to achieve expected ­developmental milestones. Case Example: Jason Jason is a creative, highly intelligent 16-year-old who’s to be alone. He knows he’s different from other kids, and recently been diagnosed at the Manitoba Adolescent although that makes him feel upset, he has no interest in Treatment Centre (MATC) with a Generalized Anxiety Dis- making friends. Jason’s anxiety is now also causing him order. At the age of seven he was also diagnosed with extreme distress in exam situations and when doing home- Asperger’s syndrome. When the CYCP met with Jason, he work. Because he’s entirely focused on getting good told her that he had no friends at school, and that he was grades, he’s tending to obsess and perseverate about feeling nervous and anxious almost all the time. He said assignments as well. When he’s not studying, he usually that he still really liked the academic “parts” of school, spends his leisure time playing video games. There has particularly his math and science courses. Jason’s mother been a referral back to MATC for a psychiatric assessment, verifies that Jason is becoming increasingly anxious in all since the level of anxiety Jason is experiencing is signifi- social situations. Jason also told the CYCP that he prefers cantly disrupting his daily functioning.
    [Show full text]
  • The Politics of Autism
    The Politics of Autism The Politics of Autism Bryna Siegel, PhD 1 1 Oxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide. Oxford is a registered trade mark of Oxford University Press in the UK and certain other countries. Published in the United States of America by Oxford University Press 198 Madison Avenue, New York, NY 10016, United States of America. © Oxford University Press 2018 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, by license, or under terms agreed with the appropriate reproduction rights organization. Inquiries concerning reproduction outside the scope of the above should be sent to the Rights Department, Oxford University Press, at the address above. You must not circulate this work in any other form and you must impose this same condition on any acquirer. Library of Congress Cataloging- in- Publication Data Names: Siegel, Bryna, author. Title: The politics of autism / by Bryna Siegel. Description: New York, NY : Oxford University Press, [2018] | Includes bibliographical references and index. Identifiers: LCCN 2017053462 | ISBN 9780199360994 (alk. paper) Subjects: LCSH: Autism—Epidemiology—Government policy—United States. | Autism—Diagnosis—United States. | Autistic people—Education—United States. Classification: LCC RC553.A88 S536 2018 | DDC 362.196/8588200973—dc23 LC record available at https://lccn.loc.gov/2017053462 9 8 7 6 5 4 3 2 1 Printed by Sheridan Books, Inc., United States of America For David CONTENTS Preface ix Introduction xi 1.
    [Show full text]
  • Morgen Kann Warten
    Monika Scheele Knight | Morgen kann warten MORGEN KANN WARTEN MONIKA SCHEELE KNIGHT Originalausgabe Morgen kann warten Copyright © März 2017 | Monika Scheele Knight Schmollerstr. 3, 12435 Berlin Printed in Germany by Amazon Distribution GmbH, Leipzig ISBN: 1544176872 ISBN-13: 978-1544176871 INHALT Vorwort – In der Welt sein 1 1 Thassos – Sprache 14 2 Hiddensee – Elternsein 30 3 Rhodos – Epilepsie 44 4 Côte d’Azur – Fernand Deligny 62 5 Mallorca – Diagnoseanstieg 84 6 Connemara – Therapien 105 7 Südtirol – Neurodiversität 135 8 Südschweden – Inklusion 153 9 Normandie & Elsass – Geschichte 169 10 Valencia – Kultur 183 11 Prag & Theresienstadt – Ethik 204 12 Texel – Freundschaft 222 13 Berlin – Autismus als Metapher 236 Nachwort – Für immer 15 253 Respekt und Dank 257 Anmerkungen 259 Literaturverzeichnis 295 Dieses Buch ist für John, den Jungen mit der Bonbon-Agenda, der in den Mülleimer beißt, und die Gitarre wie einen Kontrabass spielt. Ein Partisan und ein Meister puren Seins. Vorwort – In der Welt sein »In jeder Krankheit treffen sich zwei Ereignisse: Die Geschichte einer Person und die Geschichte der Gesellschaft, in der diese Person lebt.« (Maurice Dorès) John wurde im September 2000 in Arlington Heights in den USA geboren. Als er achtzehn Monate alt war, entwickelte er plötzlich epileptische Anfälle und wurde in ein Krankenhaus eingewiesen. Sein Gitterbett hatte gepolsterte Stäbe, war nach oben hin ver­ schlossen, ein Käfig. Über eine Klammer an seinem großen Zeh führte ein Kabel zu einem Monitor, 126/96 war darauf in roten Digitalziffern zu lesen. Unser vorher fröhliches, starkes und neu­ gieriges Kind lag schwach in diesem Käfigbett, tief erschöpft von Medikamenten, Untersuchungen und Krampfanfällen.
    [Show full text]
  • Psychological Association
    Graduate Program in Education INSTRUCTIONAL DESIGN AND ASSESSMENT FOR LEARNERS WITH AUTISM SPECTRUM DISORDERS (EDME 536-01) SPRING 2015 _________________________________________ Professor: Nancy J. Patrick, Ph.D. Course Dates: January 11 to March 7, 2015 Phone: 717-769-1800 ext. 7239 717-497-9846 (cell) Email: [email protected] Office hours: Tuesday evenings or by appointment Faculty Availability: via chat discussion, email, text (717-497-9846), phone, Skype (nancyjpatrick) or FaceTime ([email protected]) or face-to-face by appointment. Contact: I will be checking in on the course several times per day during the work week (unless otherwise notified). I am also very willing and happy to communicate individually with students as needed. Please contact me via email only if your question is of a personal nature. If you have questions about the course (assignments, dates, expectations, etc.) please post them on the General Course Discussion so that everyone can benefit from the answers. If you contact me individually, my commitment is to respond to you in 24 hours or less on weekdays. If you have an urgent question on the weekend, you may contact me on my cell phone (717) 497-9846. Faculty Expectations of Students: Orientation: At the beginning of the course you are expected to read the entire course syllabus, familiarize yourself with the course calendar and practice navigating the content in each of the Canvas tabs used in this course. Announcements: Please make sure that you read the announcements every time you log in to the course and it is possible to set-up your email and/or smartphone to alerts of announcements posted in the course in Canvas.
    [Show full text]
  • The Horse Boy , a Memoir of Healing , Rupert Isaacson
    Reading group guide The Horse Boy , a memoir of healing , rupert isaacson TTheHorseBoy_TPtextF1.inddheHorseBoy_TPtextF1.indd RRGG1GG1 22/9/10/9/10 55:02:29:02:29 PPMM TheHorseBoy_TPtext.indd 356 1/8/10 11:57:57 AM A Year and a Half Later . Rupert Isaacson updates the story of The Horse Boy t’s December 2009 and Rowan is just about to turn eight Iyears old. In a rare Texas cold snap the temperature has plum- meted to freezing and the horses outside the window are hud- dled together in their blankets waiting for me to give them hay. In an hour I’ll collect Rowan from the New Trails Center, which has been up and running for about a year and a half now. Rowan does his academics there in the mornings, and in the afternoons the other families and children come in — some on the autism spectrum, some not — and ride, play together, do their therapies out in nature. We have three great therapy horses, Clue, Hope, and El Capitan. Money from this book goes to fund the program. Sadly, this being Texas, neither the gov- ernment nor insurance companies can subsidize us. With luck, that will change in the coming years, but for now we are still lagging behind. Much more happily, however, the dysfunctions that left Rowan during his time in Mongolia are, amazingly, a mem- ory. The incontinence, the tantrums, the isolation from his peers — these have never come back. And as per Ghoste’s instructions, we have continued to make a healing journey each summer.
    [Show full text]
  • Name of Guide Library List
    NameLibrary of guide List A Guide for ParentsBooks Working wonders for children with brain conditions Families where a child has a brain condition face challenges every day. Just to learn, play, make friends and experience the world can feel difficult, even impossible. But we don’t believe there’s any challenge that can’t be overcome. So we listen to families, we learn from them. We carry out research, we design and innovate, we make and share. From new equipment to new learning resources, to new ways to play and support each other, everything we find out together makes life better,better. It opens doors to discovering the world. It’s an incredibly rewarding journey for everyone involved. Why not be a part of it? You never know what we’ll discover together. www.cerebra.org.uk Our guides for parents help you find the answers you need. You can view and download the full series of our guides and factsheets completely free from our website www.cerebra.org.uk. If you would like to make a donation to help cover the cost of producing our guides give us a call on 01267 244216 or donate at www.cerebra.org.uk/fundraise/donate. Thank you. Contents How the Postal Lending Library Works 4 Acquired Brain Injury, Brain Tumour and Stroke 5 ADHD and ADD 6 Autism including Aspergers Syndrome (explaining autism) 7 Autism including Asperger Syndrome (living with autism) 10 Behaviour 14 Carers and Respite Care 16 Cerebral Palsy 17 Communication, Speech and Language 18 Down Syndrome 19 Education Teaching and Learning (general education) 20 Education Teaching
    [Show full text]
  • Discussion Guide
    DISCUSSION GUIDE How far would you travel to heal someone you love? For one Texas couple, it means a spiritual journey halfway around the world to Mongolia. When their son is diagnosed with autism, they seek the best treatments but nothing works… Until they discover their son’s connection to horses and the effect it has on him. Part travel adventure and shamanic quest, this is the story of how one family found a gateway into understanding their son’s life. WWW.PBS.ORG/INDEPENDENTLENS/HORSE-BOY THE HORSE BOY FROM THE FILMMAKER experts in the field! To say that I didn’t know what to anticipate is an I first met Rupert Isaacson at a talk he gave on the Kalahari Bushmen understatement, but, of course, no one could. of Botswana. Rupert spoke passionately about the past, present, and future of a people who many anthropologists believe to be the So off we went — into the magnificent, unknowable land of Genghis first human society, and who are now on the brink of extinction. Kahn, where horseback riding started; where the word shaman (“one Immediately, I felt a stirring to help. I had just finished working on a who knows”) originated; and where shamanism is, even today, the large-scale Hollywood film shot in Austin, Texas, and was burned official state religion. As I galloped through the countryside in my out by the frantic pace of the previous three months. I wanted attempt to keep up with the family, a camera in one hand and reins desperately to spend more time with nature, and work for a cause in the other, across the rugged and isolated Mongolian landscape, I believed in.
    [Show full text]