David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jonathan Jenkins Ichikawa
Jack Alan Reynolds
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Educational Philosophy and Theory 43 (2):162-177 (2011)
This paper problematizes contemporary cultural understandings of autism. We make use of the developmental psychology concepts of ‘Theory of Mind’ and ‘mindblindness’ to uncover the meaning of autism as expressed in these concepts. Our concern is that autism is depicted as a puzzle and that this depiction governs not only the way Western culture treats autism but also the way in which it governs everyday interactions with autistic people. Moreover, we show how the concepts of Theory of Mind and mindblindness require autism to be a puzzle in the first place. Rather than treat autism as a puzzle that must be solved, we treat autism as a teacher and thus as having something valuable to contribute toward an understanding of the inherent partiality and uncertainty of human communication and collective life
|Keywords||mentalism intentionality puzzle mindblindness autism disability studies communication Theory of Mind|
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References found in this work BETA
Simon Baron-Cohen (1995). Mindblindness an Essay on Autism and "Theory of Mind". Monograph Collection (Matt - Pseudo).
Michael Tomasello, Malinda Carpenter, Josep Call, Tanya Behne & Henrike Moll (2005). Understanding and Sharing Intentions: The Origins of Cultural Cognition. Behavioral and Brain Sciences 28 (5):675-691.
Simon Baron-Cohen, H. Tager-Flusberg & D. J. Cohen (1994). Understanding Other Minds: Perspectives From Autism. Oxford University Press.
Emmanuel Lévinas (1998). Entre Nous on Thinking-of-the-Other. Monograph Collection (Matt - Pseudo).
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