An Autistic Education System and some societies’ consequences

Most likely, the majority of the readers have learned about the damaging effects of an autistic brain and its effects on the personal development. Although some of the causes have been identified and categorized largely as genetic and environmental, there are still many unknown factors that contribute to autism.

Excluding those cases that are rather severe and have a known behavioral pattern as impossibility to communicate and live a fulfilling life, the focus on the “autistic” education system as well as the consequences of being taught by “marginal autistic” educators should be  seen from the perspective of the societal environment. An education system that generates through some educators “autistic” adults will continue to generate more and more people who will not be able to live fulfilling lives.

Although it might look as a normal attitude, the implications at society levels are wider and spread because there are many educators who fail to show true empathy to students.  Their students will be in contact and develop during their learning years, the same lack of empathy that will be carried out through their own work and family life.

When educators’ attitude towards students is that they are lazy, incapable to finish their assignments on time i.e. fail to write with upper-case letters instead of lower-case letters etc., we can recognize some of the autistic behaviors. That level of details that causes them to fail students just to teach them lessons about “mistakes” is the exact break point of learning about when an educator has a “marginal” autism attitude. Similarly, another test of the educators’ degree of autism is their level of social interaction outside of the school or class environment.

In today’s world, we do need the educators who are not afraid to encourage people to speak and communicate.

Since many of the previous students who were taught by marginal autistic educators become managers, CEO’s or even worse country’s leaders, I think that a proper process evaluation should be done in all countries where the educators “educate” people.

Different criteria to select should be applied to ensure that further generations will not be exposed to a lack of empathic understanding during their school years.

If anyone remembers from their childhood how the teachers will punish you and other children by not passing when a person who was not able to finish reading on time, the same pattern behavior is exhibited in the workplaces when a person cannot finish on time their assignments and gets punished by either being demoted or laid off. The reality is that we have created “punishing” societies instead of societies that interact and help each other.

Instead of punishing for non-conformance, we should better understand what is required to support persons/students. If processes need to be changed to accommodate those changes, then it would be advisable to develop them upfront.

Breaking routines is causing many educators to fail an entire class since they have been used to standardized behaviors developed by an autistic system.

Educators who do not allow being interrupted when they teach are a proof of their lack of understanding therefore students will need to be diligent and do their homework before their class will start.  

A behavior that is exhibited by the Education system is their own resistance to changes while they should be the first promoting positive changes for students; their resistance belongs to a pattern exhibited in an autistic behavior. Similarly, companies and organizations including Governments that are incapable to apply changes, are nothing more than a result of a taught brain that has an autistic behavior component.

Savant behaviors as it was explained later by Kanner and Asperger [1] have a different approach in societies and although their life might be difficult in some instances, the issues are when they are in the power to make decisions regarding the lives of the others.

“If men define situations as real, they are real in their consequences” https://en.wikipedia.org/wiki/Thomas_theorem

The best example to recognize a “marginal autistic” behavior is when you hear people saying, “what, do you want to make changes”? We can never make changes to the system!”

Life in itself is a change therefore changes are positive endeavors that enrich our future development therefore they shall be seen as such.

http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2677582/?report=reader [1]

Work found at https://www.flickr.com/photos/donshall/4861732328/in/photolist-gENFy4-b6Mvgg-aKDjXp-2nsqty-dAzZUS-caHjVW-4da24N-dibgR8-Cc5iL-dtuQ6g-4QcygJ-5ZdA3c-eiKShA-bcbQ3i-8qJ6ZM-9ctJ8X-oRpyTG-dwSojb-hEPLrQ-8g3VRa-f3SjFG-6VjRBa-dwSzBj-7G7FYw-aWbLz2-6eu8Ap-f3C53x-dsiRk5-bP65bg-5uKBLJ-axMnhb-5HTQbz-aRvbga-5Z9FWc-aRwNc4-asrqYQ-4E7XVk-asrEgL-bYSq1b-hpSn77-gmZLmK-2A4pbV-8ARqEu-q1xj6d-dwM1iH-dQndac-4jCDzo-cmoUPf-aNY5SD-8pBDDb / undefined (https://creativecommons.org/licenses/by-nc-nd/2.0/)

 https://www.nature.com/articles/s41398-018-0222-7