Taxonomical with the Truth

Taxonomy is something I’ve been thinking about recently, because it very much underlies our current world view.  Everything is classified and sub-classified so that it can be put into a tidy little box, marked neatly with a (preferably Latin) name and declared separate from everything else.  We do it with flora and fauna, obviously, but that mania for neat, clear, unambiguous boundaries and definitions has become a mainstay of life in general.  It’s how we understand and make sense of things – their features, their purposes, their very existence.Oxford Museum Of Natural History, Oxford

At times, the classifications have to be tweaked.  Poor old Pluto is downgraded from Planet to Big Rock; some garden plant suddenly gets a new name and all the garden centres have to readjust their labelling.  And don’t even get me started on the labels they use and change around in medical and psychological diagnoses…  Basically, though, humanity clings to the concept that everything that is, can be labelled, and that this is a Good Thing.

Was it always so?  We know our Greek and Roman forebears were keen on this organised labelling idea, but if we go way back to the people who made those strange and wonderful structures that seem to evade neat classification and confound the theorists, I suspect a very different world view was in place.

Teotihuacan, Mexico City, PyramidWe are told by the experts that these creations were burial chambers or astronomical observatories or temples or meeting places or whatever the latest fragments of archaeology suggest.  They dig in the dark and assume that a few pieces of charred sheep bone or potsherds will allow them to make a classification.  The truth is, though, we don’t get it.  We, as 21st century humans, simply can’t see why so many people would work together and go to such enormous lengths to create massive, perfectly aligned and painstakingly constructed edifices such as the Giza pyramid complex, Gobekli Tepe, the Stonehenge landscape or Teotihuacan for ANY of those purposes.  The nearest (relatively) modern equivalents we can find are the great Gothic cathedrals of mediaeval Europe or intricate mausoleums, so, for want of better data, we decide that’s what they must have been ‘for’.

Deep inside, though, we know there has to be more to it than that.

What if our distant ancestors lived in a world where classification was considered counterproductive or, at the very least, irrelevant?

Think of all those folk tales and ancient religious texts where a name was considered to be a dangerous thing – so powerful that it was only to be used by initiates, and then only in the direst of circumstances.  That suggests that categorisation per se was not the way their minds worked.  Did these people see the world, and indeed the cosmos, as something so integrated, that to divide it into its constituent parts would be to destroy, weaken or pollute it?  Was it, indeed, a form of heresy?

What if, instead of saying, “Hey, guys, let’s build a gigantic temple to the gods here,”  or “Oh, this would be a great place to build an observatory,” those wise and distant people would perhaps work together to build something that was not this or that or the other, but something that was this AND that AND the other AND all that they could possibly create as a microcosm of the universe itself?

The current mainstream science-based world view is that everything is a fortuitous accident – evolution and climate, gravity and the tilt of an axis here or there somehow randomly resulted in all this.  As such, it’s very fragile, very likely to dissolve back into chaos and we need to impose order on it, if we are going to make any sense of it at all.

Earth, Globe, Space, Universe, WorldIf we can imagine a society where such a view does not hold sway – a society where the skies above us, the planet we inhabit, the plants, creatures and all of us exist as a conscious, intelligent, unified whole, with each aspect relying on the rest for its existence, there would be no need to separate and divide it.  On the contrary, all that could be done to celebrate its perfect symmetries and unity would be a job worth doing well.  I suspect that such a society would have a language based in something that expands naturally, like mathematics or perhaps musical notation, rather than words that label, define and confine.  Perhaps such a language, were it ever rediscovered, would help us towards an understanding of our mysterious ancestors, and our cosmos.

 

Vitruvian Lines – Part 8: A Couple of Awkward Questions

You’ve all been so patient with me as I’ve stumbled through my attempt to unravel autistic and non-autistic thinking.  Throughout this whole series of articles, I’ve been characterising the circle-fillers or neuro-typical population as straight-jacketed by a socialisation/maturation process which defines and confines their access to the unlimited levels of consciousness that were their birth right, while suggesting that society contains others – square-fillers, autists, outliers, so-called dysfunctional or disordered individuals or whatever we wish to call the neuro-A-typical people – who, to varying degrees, manage to retain close links to wider areas of the holistic consciousness field.   There is truth in there somewhere, I believe, but it remains a vast over-simplification.

In the interests of authenticity, I must pose a couple of awkward  and contentious questions that threaten to blow my whole theory apart before continuing.

Train, Transport, Railway Line, TravelAwkward Question 1: Why, given the avenues of Knowing available to them, do so many high-functioning autists end up as train spotters, bus timetable fanatics or computer gamers, huddled in their bedrooms pursuing apparently pointless hobbies, limited by crippling ritual behaviour patterns and presenting a somewhat pompous yet highly defensive face to the rest of humanity?   Surely that can’t all be down to problems with social skills?  Why are there so many of them who are not finding some valuable and world-changing outlet for these untapped creative and cognitive abilities?  Why, in short, do we not have more Leonardos, more Teslas, more Einsteins?

 

Awkward Question 2: Why are there  many members of the NT population who demonstrate behaviour and awareness that appears, to some degree, to mirror those of A-thinking?

Penguin Coordination Synchronization JackaLet me take synchronicity as an example.  Synchronicity, according to the standard conventional Western world view, shouldn’t be able to happen.  It is non-logical.  It implies a connection between past, future and present events, individuals and experiences which could only work for those who are open enough to the wider Consciousness Field to be able to process this information.  Certainly there are people who do not accept it and who dismiss synchronistic events as coincidence.  There are others, though – myself included – who not only believe implicitly in synchronicity, but who find that the more open they are to its existence, the more frequently and powerfully it occurs in their lives.

Not so long ago, my Aspie friend Will sent me the following message:

“I am very interested to hear about any examples of or information you have on what’s known as synchronicity. I don’t mean to imply anything negative towards you but I suspect my awareness of it is greater than yours. I also wonder quite how powerful a force synchronicity actually is.”

That gave me another light bulb moment.  He was absolutely right.  For people with autistic perception, synchronicity must be an entirely natural and hugely powerful force.  They are, after all, able to draw on the Akashic Field/ Holographic Consciousness/ All That Is.  The rest of us are not.  So how are some neuro-typical people managing to do so, albeit to a more limited degree?

That set me thinking.  What if there were some method by which ‘circle-fillers’ could go some way towards accessing greater areas of Consciousness?  It could be similar to what some autists do when they learn social communication skills as a ‘second language’.  The neuro-typicals would always be at a disadvantage.  We would be struggling to figure out the meaning of information and frustrated that no matter how hard we worked, we would never reach the levels of subtlety, awareness and power that come naturally to those with autistic perception.  Nevertheless, by working very diligently and listening closely to what those with wider links to Knowing have told us, some of us seem to be what might be termed ‘high functioning neuro-typicals’; we try to reach into the square-fillers’ world, just as some of them try to reach into ours.

I was recently told by Higgins, in a personal message, that although I would never be able to completely grasp or explain the non-physical, “you are well able to understand enough of the information you are receiving to get the basics, in the way that you may not be fluent in a language but understand enough to get the gist of the conversation.”

All I needed, then, was to find some process by which these two questions could be resolved:

1) What is it that limits many of those with autistic perception from reaching their apparently limitless potential?

2) How is it that many of those who have developed as neuro-typical are able to access certain areas of non-logical thought?

My intuition was that the two were connected.  I ‘put out’ for the answer, knowing – Knowing, indeed – that it was out there somewhere.  I then waited for synchronicity to drop it into my path.

In my next post I’ll share my discoveries with you, but meanwhile, feel free to offer any insights you may have.

 

Vitruvian Lines – Part 6: Aspergers Thinking

Note: This post follows closely from the last, which can be read here  and will ideally be read as part of this whole lengthy series of posts, although I realise that’s rather a tall order.

I’d like to look now at the rather special case of the so-called high-functioning ‘square fillers’.  These people have a particularly interesting way of thinking.

It will be clear from what has been written  previously that these people, in order to be viewed as ‘high-functioning’ by our society, have taken on more or less all of the developmental milestones prescribed for normal infant progress.  Their cognitive development – usually referred to as ‘intelligence’ – is well above average.  In fact, a particular feature is their ability to employ high levels of logic to many situations, coupled with an intense, laser-like focus on whichever field of interest is important to them at a particular point in time.  Thus the preponderance of ‘square-fillers’ working in key roles within the IT sector.

Graffiti, Spock, Leonard NimoyThis is the archetype employed in the Star Trek series as Spock, Data or Seven of Nine – altruistic, caring individuals with exceptionally high levels of cognitive ability and rational thought who nonetheless were unable to fit in socially with their colleagues.   Surely this is far removed from the ‘whimsical’, creative, non-logical thought of the autistic thinker described by Joseph Chilton Pearce.

I believe that what the square-filler possesses is a unique – and highly valuable – blend of two distinct thought systems.  He or she has taken on the rules of rational thought, and developed them to an exceptionally high degree (since the ‘no-limits’ aspect of A-thinking is involved).  However this person does NOT water them down, so to speak, with the guilt-based kindness, empathy and social considerations used by ‘circle-fillers’.  That is partly because such variations are utterly specific to each individual circumstance and consequently too diverse to have any easily perceived rules, and partly because the square-filler already has an existing and excellent alternative thought system – the non-logical Knowing that is A-thought.

Poverty, Homeless, FrankfurtThere are certainly times when the logical and non-logical are in conflict.  For the neurotypical person, this is when they know the rules (‘I should notify the authorities that this person is shoplifting.’) but apply the secondary social kindness system (‘But she is clearly living rough, and she only took a loaf of bread and some peanut butter.’) and make a value judgement based on this knowledge to come to a decision which leaves them as guilt-free as they can be in this instance.  (Freedom from guilt is a prime motivator for circle-fillers when they show kindness and consideration of others.)

By contrast, the high-functioning square-filler will react to this situation in a quite different way.  He or she may telepathically read the motives and situation of the shoplifter.  Next, working logically – and at exceptionally high speed – he or she might consider the implications and probable results of reporting the incident or remaining silent, for one or more of those who could be involved.  Finally, the square-filler will project the information thus gleaned into one or more probable futures, to view the results of either action.  This will result in an appraisal of the most advantageous course of action to pursue.

In both cases the thought processes described here, although all made using the conscious mind, are so fast and virtually instinctive that individuals may not be fully aware of the entire process they have gone through; the neurotypical may not realise their intention was personal guilt-reduction, while the other might not recognise the telepathic and precognitive abilities he or she has utilised.

All this means that everyone – square and circle filler alike – is continuously using different thought systems to make judgements and decisions.

Certainly there are times when one system must be used to the exclusion of the other: a judge must apply the law, since that is his or her role in society; an autistic savant must put aside the logic of ‘I shouldn’t be able to play an entire piece of music from memory having heard it only once, since no one else I know can do this’ and simply allow their ‘Knowing’ to take control.  Certainly these dichotomies can leave the individual feeling confused and conflicted.  However without having two modes of thought to draw on, none of us would be self-reflective, and thus fully human.

 

Create, Creation, Creativity, LaptopReturning briefly to autistic thinking as described by Joseph Chilton Pearce, the high-functioning or Asperger’s individual has, despite the conflicts created by working with two very different modes of thought, a huge advantage over the rest of the population when it comes to creativity.  Pearce points out that creative thinking involves autistic thought combined with “the tools of logical structuring given by maturity”.

Neither, of themselves, is particularly productive in human terms.  The autist who has remained as a helpless, totally dependent individual will not be contributing in any recognisable sense to humanity’s needs.  The neurotypical adult who remains entirely trapped within the discipline of his or her chosen profession will simply do as others have done before, following rules blindly and incapable of insights and innovations necessary for progress.

The high-functioning autist, however, can potentially bring to bear the ‘no limits’ knowing of A-thinking on the logical strategies learned from society to bring about fundamental changes, Eureka! moments and quantum leaps in understanding.  These are the innovators, the inventors, the creators.  Just as our nomadic ancestors needed the outliers, so our modern society – whether or not it has realised it – benefits hugely from the input of such talented, free-thinking individuals.

 

In the two following sections, I hope to provide explanations – from two very different sources – for the existence of autistic thinking.

Vitruvian Lines – Part 5: Autistic Thinking

Psychology, Psyche, Mask, Wire RackIn the last section I described one of my ‘lightbulb moments’ – the realisation that the natural method of communicating and socialising amongst the autistic population/ ‘square fillers’ involved a system that by-passed words and used a form of telepathy.  I’d just like to stress that every child in the group I observed was using and responding to it, and they ranged from very high-functioning individuals to at least one who was said to be at the lowest end of cognitive ability.  In other words, it wasn’t a skill some very gifted children had learned; it was a natural skill that – in these individuals – hadn’t yet been suppressed by society.

 

Despite the earnest efforts of their parents and caregivers, these kids had not been pressured into using and thinking with words.

In this section and the next, I will examine the reasons for this, according to the American thinker and educator Joseph Chilton Pearce.

In his book The Crack in the Cosmic Egg, Pearce speaks of a “primary process of mind”.  That means it is there, initially, in everyone.  This primary process, he goes on, is repressed and largely eliminated by what our society calls maturation.  The quote  from his book that follows is one of the key points of this whole series of articles, because once it is understood, it becomes clear how autistic perception differs from neurotypical perception, how the square fillers think and process information and why that way of perceiving is so valuable to society as a whole.

“Autistic thinking (or A-thinking) is an unstructured, non-logical (but not necessarily illogical) whimsical thinking that is the key to creativity.  It involves ‘unconscious processes’ but it is not necessarily unconscious.  Autistic thinking is indulged in, or in some cases happens to one in ordinary conscious states.  The autistic is a kind of dream-world mode of thinking.  This left-handed thinking is nevertheless a functional part of reality formation.  It is the connecting link between our ‘clearing’ and ‘forest’.  It is the pearl of great price.  It is the way by which potential unfolds.”

It’s possible that a high-functioning autist reading the above might be offended or put off by some of the language there – ‘non-logical’, ‘whimsical’, ‘dream-world’.  There are certain values placed by society on those words, and the earlier mention of ‘maturation’ could imply that those with autistic perception are locked in some eternal wondering infantile state, while the rest of the population has ‘grown up’ and left them behind.  I hope that, by labouring the point (throughout the last four sections) that our society’s norms offer only ONE possible way of developing and maturing, I will have mitigated that interpretation to some extent.

To be extremely clear, then:  All humans begin their terrestrial, three-dimensional existence as autistic thinkers.  They are infinitely creative, imaginative and open to new experiences.  It is only by being that way that they are able to achieve the momentous strides in development which are managed in the first few years of life.

Birth, Child, Baby, Newborn, Hand, KeepA baby is told, implicitly, “Within two or three years you will master several types of mobility, the ability to feed yourself, the ability to speak and understand the meaning, pronunciation and syntax of least one verbal language, the ability to perform complex tasks of manual dexterity and you will have formulated your own preferences in terms of what tastes you enjoy, what sounds and objects you like and dislike, and you will express those preferences clearly.  You will recognise and discriminate between a variety of objects and individuals and be able to name several of them and you will indulge in a rudimentary level of logical thinking and decision making.”

By and large, the baby not only accepts these absurdly high expectations, but goes on to achieve them.  This is not in spite of autistic thought but because of it.  Within the autistic mind there are no limits, so anything is possible.

 

Thus, to square fillers, all possibilities are achievable.  The ‘non-logical’ thinking is the Knowing/ gnosis, that allows the savant to draw the cityscape from memory, to recite π to hundreds of digits, to be the first to recognise that E=MC2 or to remotely view features of a location hundreds of miles away or identify a set of medical symptoms in a person he or she has never met.  This thinking doesn’t rely on cause and effect or logical consideration.  In fact, those – as Will and I have discovered and reported on this blog, during our experiments in some of these areas – are limiting factors which can undermine the ‘Knowing’ process.  That Knowing IS autistic thought.  It is only ‘whimsical’ or dream-like in that the members of society who have traded in such thinking for the so-called rational, logic-bound mental consideration they have been trained to follow cannot conceive of any way such things are possible, except in their dreams and fantasies.

So obviously, yes, there has been a trade-off.   At key points in their lives, each individual has, at some level, made a decision.   The personality has had to choose between retaining the innate level of autistic thinking, and complying with pressure to conform to society’s norms, abandoning the natural state of Knowing in favour of rational, logical thought.

This is not a simple either/or choice, of course.  That is why autistic perception is described as a spectrum.  There are those who elect to remain almost in the new-born baby state of total sensation and imagination and to pursue a lifetime of discovery in that condition.  To society, these people will be considered unfortunate, handicapped and limited, since there will often be no perceived method of communication between them and the care-givers and they will be completely dependent on others to see to their bodily needs.  Others individuals who elect to retain their A-thinking, however, agree to take on varying degrees of ‘maturation’; they will learn some of the key skills expected of the infant, although they may take their time over this.

Control, Quality, Rejected, StampAll the developmental expectations described in the imaginary conversation with the baby above were imposed on the child by parents or caregivers.  Experts such as paediatricians and health visitors would have been bombarding the carers with checklists showing ‘normal’ levels of development and this in turn pressurised them into encouraging the child to achieve all the milestones they had been given.  The parents did their very best to encourage the child to develop ‘normally’, rewarding success and attempting to discourage ‘babyish’ characteristics.  The children who failed to keep up with the checklists would be described by society as ‘delayed’ in certain areas.  Those who opted out of certain developmental targets completely or partially were labelled ‘disordered’.  Such is the pressure to conform exacted by our culture.

It seems obvious to me that the decision made NOT to conform and abandon autistic thinking must have a huge inherent value to the person who makes that choice.  In our society, living as a square filler is far from easy.  It is indeed what Pearce, rather romantically, refers to as ‘the pearl of great price’.  Each of these people has chosen, at some level of being, to reject, or partially reject, society’s norms in favour of this creative, unlimited form of being.

Next time, I’ll examine the particular wonders and pitfalls that beset the ‘high functioning’ square filler, who treads the line between the two populations.

 

Vitruvian Lines – Part 4: Socialisation and Communication

Image result for vitruvian man

Time to look, I think, rather more closely at the Leonardo drawing I’ve been using as my analogy for the two ‘populations’ of humanity: The Vitruvian Man.

Fitting comfortably within the circle, legs and hands spread, stands the neurotypical – the type of person who might commonly be referred to as ‘well rounded’ or even ‘normal’, in that he represents the larger portion of humankind.   He also fits within the square, incidentally.  He looks exuberant, relaxed and in control of all he surveys.

Now turn your attention to the ‘square filler’.  He has a more formal stance – feet together, arms stretching out at right angles to his body and not quite able to reach to the edge of the circle.  In some way he is restricted, held back from fully accessing all parts of the circle.  He represents, in this analogy, the autist, the highly sensitive person, the one labelled by the experts as disordered or dys-something-or-the-other.  Before we dismiss this individual as a more limited version of the circle filler, though, take a look at his left foot.  This person has a toe-hold in a realm quite inaccessible to his companion. If we think of the circle as our familiar world view, notice that there is space not bounded by it that lies to left and right below its surface.  Our square filler can reach into that space and access areas invisible and inaccessible to the neurotypical population.  It is one of those areas I’d like to examine today.

Read any formal definition of autistic perception and phrases like ‘difficulties with socialisation and communication’ will predominate.  Can I challenge that?  Can I venture where my Vitruvian’s big toe is pointing and replace the word ‘difficulties’ with ‘differences’?

Children, Blue, Play, Background, GreenI first began to understand that there were different methods of communicating and socialising when I worked in special education.  I was at the classroom window watching several children aged between 5 and 7, all with some degree of autistic perception and virtually no intelligible spoken language.  Despite that, they were each taking roles within an imaginative game.  It had a definite storyline.  Each of them knew what to do – when it was time for one person to bring the tricycle taxi to the playhouse door, who was going to ride in it, where they were going and so forth.  I tried to figure out what was happening.  Was it that they had learned to understand each other’s spoken language?  No – there was virtually no speech – just laughter, shrieks and sound effects.  There was also a great deal of looking.  As they watched one another, I realised, they were communicating.  I was watching a bunch of little kids communicating telepathically with each other.  That realisation changed my life.

Having keenly watched the development of my grandchildren, I firmly believe that all infants begin life with considerable and wide-ranging telepathic skills.  This telepathy works both ways.  They can pick up the thoughts of others (not necessarily verbal thoughts alone, but states of mind, concepts and emotions) and can transmit their own to people with whom they have established a telepathic link.  Thus not everyone knows why a baby is crying, but the mother or sibling often will.  I believe the process of this ‘linking’ is in some way related to quantum entanglement, so that time and space are not relevant.

This is by no means the only example of alternative methods of communication and socialisation.  Last year I read an article about an isolated tribe who communicated via dreaming.  If a decision needed to be made, the tribal elder or shaman would ask the community to explore the issue in their dream state.  The next morning a consensus would have been reached as a shared dream had allowed them to come to a conclusion.  The anthropologist studying this group reported that shared dreaming was considered by the tribe to be a normal, important aspect of social life.

Buddha Statue, Stone Statues, SpeakNeither of these forms of communicating would be considered likely or legitimate by our mainstream culture.  We live in a society where spoken and written language has been the primary means of communication for many centuries.  The language we use in the West depends heavily upon taxonomy – classification.  Thus a child learns that a Great Dane, a dingo and a Jack Russell are all dogs, but a fox isn’t.  It’s far from straightforward.

It is said that if spelling were as fluid now as it was in Shakespeare’s time, dyslexia would be almost non-existent.  We only have dyslexic people because we have a rigidly structured written language.  We only have dysfluent people because we have a precisely articulated spoken language.  Square fillers generally have challenges coping with social communication via word-based language.

Circle fillers think in words.  Others, though, think in patterns, gestalts, pictures and concepts that have no direct linguistic equivalent.  For these thinkers, word-based language is a problem because of its limitations.

Just about every member of our population has at some point complained about the inadequacy of words to express subtle or complex ideas or concepts: ‘I can’t find the words to express…’  ‘Mere words cannot convey…’.  To make up for this, the circle fillers have added in a range of subtle verbal, facial and bodily expressions to augment the words they use.

By contrast, the square fillers find aspects of this system challenging.  They have a quite different way of communicating naturally, which would seem to involve thinking and telepathically sending or receiving gestalts, concepts, images, patterns or even colours.  They may have adopted word-thought and word-speech as a second language, but it is not one they find easy to use.

As we move into the next section, I’ll go deeper into autistic thinking and communication.

 

Vitruvian Lines: Part 1

 The Structure of Society and Autistic Perception

Architecture, Modern ArchitectureWithout wishing to get political, Western Society and its offshoots around the world are structured in a particular way, and have been so in one form or another since the writing of records began.  It involves having leaders, supported and advised by a cluster of experts, who dominate, control and care for the masses of ordinary people.  It doesn’t matter, for the purposes of this argument, whether that structure is a nation, a city, a company or a school.  It doesn’t matter whether the leaders are elected, self-imposed, benign or despotic.  It doesn’t matter whether they are loved, loathed or feared by their people.  All that matters is that this is the structure we, and all those around us, were born and socialised into – so much so, that we the people find it difficult to visualise our way out of this system.

Think of the number of times – even in modern history – when a hated dictatorship has been overthrown, only to be replaced by a very similar system, because that is the only way people can imagine society working.

So what has this to do with autistic perception?  Well, such societies, with their triangular power system, rely on the few controlling the many.  Clearly, that has inherent challenges.  To maintain the structure successfully, the leaders and their enforcers must keep the masses as ‘mass-like’ as possible.  Through the ages, free-thinking, independent and unusual individuals or those showing abilities which might challenge the status quo have been punished, ostracised or supressed.  We have extreme examples of this scapegoating in witch-burning, religious persecution, homophobia etc.

‘Divide and Rule’ is a highly successful strategy for preserving power.  It is in the interest of leaders and experts to keep people from deviating too much from the norm.  ‘Norms’ are far easier to control than a diverse range of individuals.  Thus we have an education system which attempts to produce clones with just enough skills to be useful to society but not enough to allow them to question it.  We have a medical system that attempts to produce in everyone enough health – mental and physical – not to be a burden and to medicate anyone who shows features that don’t fit the norm.

In the Victorian era, being left-handed was considered threateningly deviant by the authorities.  Such children had their left hands strapped down and were forced to conform to ‘normal’ behaviour – using the right hand – which often resulted in stammering, nervous tics or other responses to this barbarity as their natural tendencies were supressed.

Today a so-called ‘savant’ – an individual who can perform superhuman feats, like playing a concerto after hearing it once, drawing an accurate representation of a scene after one glimpse or one who can perform incredible mental calculations – is somewhat feared by the experts.  They can’t account for that person’s abilities, so they go to great pains to emphasise the ‘negative’ aspects of such people, such as a perceived lack of self-care, social or inter-personal skills.  Such people are not, by and large, welcome in a society which seeks to reward complicity and punish autonomy.

Similarly, people with psychic skills are often treated with disdain, branded charlatans and fraudsters or laughingly marginalised as weird or eccentric.  Although the police, corporations and government intelligence systems utilise the skills of such people, this is kept very quiet.  Publicly, they are ostracised.

Da Vinci Vitruve Luc Viatour.jpg

So in our present society, ‘Square Fillers’ (see this post for an explanation of that term) are marginalised, put down and attempts are even made to ‘normalise’ them with drugs and psychiatric interventions.  Their non-typical way of interacting with others is often given as the justification for this.

Admittedly, as society’s reliance on computer technology increases and the natural ability of Square Fillers in this area becomes increasingly obvious, they are becoming rather more tolerated and even admired than was the case twenty years ago.  It’s something like the way in which the USA gradually began to appreciate and accept their black citizens as their skills at sport provided the nation with a kudos which couldn’t be reached by the white population alone.

I know I’ve laboured this point rather, but the attitude of the ‘experts’ rubs off not just on the typical members of society, but on those with autistic perception as well.  Like the little Victorian left-handers, they can easily see themselves as deviant and wrong, and embark on a tremendous, difficult and ultimately unwinnable battle to live up to society’s standards of normalcy in order to be accepted.

It is often, in my experience, this pressure to conform to patterns that don’t fit their natural way of being which cause the secondary problems that beset so many Square Fillers – anxiety, depression and other psychological difficulties.  These are NOT a symptom of autistic perception in themselves.

The Vitruvian Lines – Introduction

Da Vinci Vitruve Luc Viatour.jpg

Vitruvian Man by Leonardo Da Vinci

Here it is, finally.  Thank you, friends, for your patience.

This is my best attempt to answer the questions implied in an article my friend and confidant Will
wrote a while ago.  Some parts of what follows have already appeared in various blog posts I have written, however there is also much new information and it ideally needs to be read as a whole.

Because of its length, I’ll be serialising these ‘lines’ in my blog for many weeks to come. I personally find blog posts over 800 or so words hard to read, as I like to ‘dip into’ them and I’ve noticed I get more ‘hits’ on my shorter articles, so I assume others are like me in that respect.

Why Vitruvian?

Because the main thrust of these lines concerns the relationship between two different populations currently inhabiting our planet – those commonly described as ‘neurotypical’ (or, more chauvinistically, ‘normal’) and those who are often labelled as highly sensitive, disordered or possessing some form of dysfunction which renders them atypical – I wanted to find a neutral way of describing the two groups.  I adhere to my principle of refusing to refer to people on the autistic spectrum as ‘disordered’.  I refer to them as ‘people with autistic perception’ or ‘autists’, sometimes separating out those at the highest cognitive levels as Asperger’s (a term no longer current in medical and psychological circles, but still in common use) or ‘high-functioning autists’.   However Leonardo’s Vitruvian Man provides an interesting way to differentiate between the populations.

As you can see from the drawing, the physical human body will fit either into the square or the circle, but not both.  Of course, those divisions only exist in a geometrical sense, as does, for example, the equator.  For me, though, they will provide a useful analogy for the groups I want to discuss.  I will therefore describe the ‘neurotypical’ population as Circle Fillers and the ‘neuro-atypical’ group as Square Fillers.   Why that way round?  There is a reason, hidden in the geometry, which I’ll come to in a future section, but for now, perhaps the metaphor of square pegs having difficulty fitting into round holes will suffice to allow you to differentiate between them.

The Inspiration

“Autistic people are capable of communicating and socialising. They have a naturally different method of accomplishing this. What exactly that method is I don’t believe is fully understood at present by either autistics or non-autistics. I don’t believe the correct words have been attributed to autistic matters to describe or explain them properly. I suspect at some point this will be achieved and hopefully will allow autism to be harnessed to its full potential and remedy the blindness of so many.”

William Bales 2016

There is nothing I enjoy more than a good puzzle – especially one that could benefit everyone if it were solved.  The comments Will made there ticked all those boxes and more for me and I have been working away at uncovering the answer ever since he wrote them.  Some of that work has been conscious, some has been more-or-less subliminal; I’ve simply set my ‘self’ the task and waited to see what it comes up with and what synchronicities appear as a result.

Obviously, because I set the framework for solving the puzzle up in that way, the various pieces of information and insight have appeared in non-linear fashion, so are quite challenging to collate as continuous text.  I’ve set out the different strands under sub-headings, then attempted to draw them together at the end.

In my next post, I will begin to explain The Vitruvian Lines in terms of the structure of society.

Making Peace with the Enemy

Poppy, Flower, Red Poppy, Blossom, BloomNot sure what prompted this – maybe all the poppies and remembrance day events, standing in an entire city brought to silence on the eleventh day of the eleventh month at the eleventh hour…

Anyway, this story is about another war – one that raged inside my father until almost the end of his life.

Tony was a young man in his twenties when the Second World War broke out.  He joined the RAF.  He serviced planes and was posted to some little island in the Far East – some little island that the Japanese army overran.  He became a prisoner of war.

I don’t know much about the details of his detainment.  He wouldn’t speak of the worst things to any of us.  I know he saw all his close friends die.  I know the camp staff would open sacks of mail, read out the names of the recipients, wave the envelopes before them, then toss them on the fire.  I know he grubbed in the ground for peanuts to add to the meagre rations of rice they had.  I know when he came home he looked more skeleton than man.  That was where his war began.

It raged throughout my whole childhood.  He was a sweet, kind, generous man as a rule, but if that button was pressed, heaven help anyone nearby.  The fury was astonishing.  Nothing made in Japan was allowed in our house.  Any passing reference to the country on TV or radio was instantly turned off, amidst angry mutterings.  When a neighbour mistakenly referred to my best friend (Chinese) as ‘that little Japanese girl she plays with’ they were shocked by the fury unleashed in Dad.

In my teens (oh, the foolhardiness of youth) I took him on one day.  I tried, calmly and reasonably, to point out that one couldn’t hold an entire nation responsible for the behaviour of a single group of sadistic prison guards.  I pointed out that a whole generation of Japanese had not even been alive during the war.  My mother and younger brother cowered in the corner as he lashed me verbally – and very nearly physically.  I came close to being disowned by him that day.  It took weeks to reestablish a relationship with him and I didn’t try to raise the subject again.

Many years passed.  Dad’s war continued unabated.  He reached retirement, moved to a new area – Glastonbury – and developed the closest friendship he’d had since I’d known him, with a man of similar age.  This man was sweet, wise and gentle.  He invited Dad to visit his home regularly and taught him all about his new area,  He told him legends.  He showed him the wonders of ley lines on maps and walked them with him.  He taught him about Bligh Bond and Wesley Tudor Pole and the heritage of Avalon.  Every time I visited, Dad couldn’t wait to share his new discoveries with me.  It was beautiful to see – like a flower, so long in the bud, finally unfurling.  He was happier and more peaceful than I’d ever known him.

This friend, though, had one further gift for Dad – the greatest of all.

“Tony,” he said one day, “There’s going to be a change in this house.  We’re going to be taking a young lodger.”

He went on to explain, very gently and patiently, that he and his wife had some dear friends abroad – people they’d known for many years.  This couple had a daughter who was very keen to visit England and work here.  Her English was good, but the culture would be very different to what she was used to.  Her parents were worried and had asked if their English friends would take her into their home.  Willingly, they had agreed.

“Well of course,” Dad said.  “I’d have done the same.  Good for you.”

“Yes,” his friend smiled, rather sadly, “But I don’t want this change to drive a wedge between our friendship, Tony.  I value your companionship very deeply and I very much want you to continue to visit our house and spend time with me as usual.”

“Well of course-” Dad spluttered, but his friend interrupted him.

“The young lady is Japanese, Tony.”

 

Girl, Asia, People, Happy, Young, SummerIt took more bravery than he had ever showed for Tony to make that choice.  He, too, valued this friendship and determined, despite all, to continue visiting his dear friend.

I wasn’t there to see how the visits went.  Perhaps he was cold and reserved towards the girl at first.  Perhaps he ignored her.  He was battling an entire lifetime of bitterness and hurt.  All I know it that on my next visit, he described the young lady to me in the most glowing terms.  He praised her gentle, sweet nature, her grace and charm, her kindness towards him, and he shook his head wonderingly.

I hugged him and felt such overwhelming gratitude towards the Universe – and his wise friend – for providing him with this wonderful opportunity to lay down his arms and finally experience peace.

 

I want to teach Jed

English: Hug a Hoodie! Some of Highworth's you...

What follows is a piece of writing I did about 8 years ago.

I was looking out some of my scribblings and thoughts of an educational nature for a friend’s daughter who has just graduated as a teacher, and thought this piece might be of interest to others.

I still believe and stand by every word.

I taught him last year.  I kept him in my classroom, most of the time.  I found ways to get him back, when he couldn’t stay there, and ways to get myself back, when it got too much for me.

 

Jed is courageous – massively so.  He takes on The Man.  He doesn’t conform because it’s the line of least resistance.  He stays true to himself, as he searches desperately for himself.  And that search, in our education system, could well destroy him.  I want to teach him and help him in his search.

 

Our system tells Jed he is ‘challenging’.  What a world we’d have, if every child grew up challenging, testing, thinking, experimenting and learning from their experiences, rather than their textbooks. 

 

Our system tells Jed his attitude is ‘wrong’.  He should accept unfairness, bias, dreary lessons from exhausted teachers who are buffeted from one new initiative to the next; targets that are number-driven, not people driven; results that compare unlike to unlike.  He should meekly bow down and cope with all these things, because life is like that.  What if it wasn’t?

 

Jed is very unsure of himself.  He swears and shouts loudly.  He throws chairs and punches.  He behaves in ways most people don’t.  He’s constantly told he’s bad and wrong and unteachable and impossible and he wonders who is right and what is right and why his way of reacting causes so many problems to him and everyone else.  He doubts himself.  He doubts his ways of interpreting the world.  He is deeply unhappy, but he doesn’t have a choice.  What if there was another way?

 

As educators, policy-makers, law-givers and law-enforcers, we rely on the fact that adults know best.  Children are young and know less, so we must teach them what we know, what we do and how we do it.  They must listen and work hard and develop self-motivation, so that when they grow up, they can run the world the way we run it.  What a recipe for progress!

 

A child who dares to say, “Hang on – I don’t think this is the right way; I don’t think this is the best you could do,” challenges us.

We left those feelings of uncertainty and self-doubt behind in childhood.  We don’t want them back.  We don’t want children moving us forward – challenging us.  No wonder we call it ‘challenging behaviour’.  No wonder we label them and exclude them.

 

Jed is excluded, again.  He calls back to see me after school.  He tells me what he did, what the teachers did and how much he wants to be back in school.  He has to have a special meeting before they decide whether to take him back.  He’s unhappy and unsure and he knows it will happen again and again until they finally wash their hands of him.

 

It goes without saying that Jed has massive strengths and a burning desire to learn.  With courage and tenacity like his, he could be a massive asset to society.  He could also be a suicide statistic or an inmate in a young offenders’ institution.

 

I want to teach Jed.  I want to teach him that there is another way.  I want to be able to tell him that our world desperately needs visionary young people like him who need to learn through experiencing and trying and testing; not through being told.

 

There are plenty of the other sort.  That’s fine.  Let them shine through the current system and come out with their clutch of A* passes and do the jobs suited to them.

 

Let the Jeds of this world learn in their way.  Let them not take anything for granted.  Let them learn philosophy and inter-personal skills and co-operative discovery and self-awareness from the moment they are discovered.

 

Imagine an education system where the infant school teacher announces,

“I think I’ve got a non-conformer here!”

She would say it with pride, like saying that Kirsty excels at literacy or Ahmed is amazing at sports.

 

They’d need a teacher who taught them how to learn, then let them try.  If they found a better method, they’d tell the teacher, who would also learn.  Targets and tests and results would be irrelevant, for the simple and excellent reason that anything worth being is, by its very nature, incapable of being tested and targeted.  The results would speak for themselves.  Society would be moved on by the people who dared to challenge our deeply imperfect system.

 

I want to teach Jed.  I want Jed to teach me.

 

 

 

 

Exploring life through the autistic spectrum

Earth and Moon from Mars Reconnaissance Orbite...

Earth and Moon from Mars Reconnaissance Orbiter taken by HiRISE (Photo credit: Wikipedia)

Either you subscribe to the view that we are all spirit and are temporarily engaged in playing an elaborate game called Life or you don’t.

I’m not attempting to make converts here – just discussing this Life the way I view it.

I’m reaching the end of my professional career now, but have been working in education long enough, and had enough encounters with children and young people to have formed some interesting ideas.

So the way I see it is this:  Before you or I were born, we existed as consciousness/spirit which made a conscious choice to head for Planet Earth and spend a few decades in a skin-suit, exploring and expanding our experience in a way that only physical life allows.

Some of us chose to completely forget our greater, spirit selves and to become so utterly immersed in The Game that we remain unaware that there is anything of us beyond the skin.

Others started off that way, but through spiritual, ritual or religious practice over the years, have rediscovered that greater consciousness and have linked back to their spirit selves.  People who are able to do this – mystics, gurus, saints, shamans and the Hay House brigade amongst others – are often revered and followed by those seeking enlightenment.

A third group, and these are the ones who fascinate me in particular, have chosen a third path.  In LIFE: A PLAYER’S GUIDE I called them the Version 2.0 kids, because they appear to be playing this Life Game in an enhanced and updated form.  Many in this – very loose – grouping display, from a human perspective, features that have been labelled as autistic spectrum ‘disorder’ or one of the range of ‘disorders’ and ‘syndromes’ which roughly translate as ‘not like the rest of us’.

The ‘skin-suit only’ brigade work tirelessly to cure or alter the Version 2.0 lot and force them to conform to the skin-suit-enclosed way of perceiving the world.

I’d argue that many of these very specialised humans have arrived on the planet with a far greater awareness of their spiritual origins, and are far less strongly tied to their human existence than those around them.  That’s not to say they are gurus and saints, just that they are exploring the Life experience in very different ways.  They have by-passed the years of meditation practice or other paths to opening up to their greater selves by refusing to become so besotted with the Earthbound experience; they’ve retained a sense of perspective, if you like.

Consciousness Awakening on Vimeo by Ralph Buckley

This would explain why so many so-called ‘disordered’ people have skills and gifts the rest of us don’t.  I once taught a whole class of ‘special needs’ children who were able to communicate telepathically with each other – and eventually with me – although (or maybe because) they had not developed speech and language skills.

Interestingly, a sizeable proportion of these children start to develop spoken language in typical fashion and then stop at around 18 months.  Although devastating for their families, this seems to me to be because they find themselves losing the pre-verbal language they had been using – the one that depends on intuition, telepathic skills and subtle sensory signals the rest of us have largely forgotten.  This language dwells in pictures, thought forms and ideas, and provides a clarity and subtlety no human spoken language can achieve.

English: A little autistic girl.

Our Version 2.0 brethren are not prepared to relinquish their spirit selves as completely as the rest of us have.  They have chosen to explore the Life experience in a new and – to my mind – exciting way, although their path, like everyone else’s, is far from easy or straightforward.

They wear their skin-suits loosely.  They do not need to seek enlightenment because they have never moved fully out of the light.  They are here to test – and perhaps to show us – another way of playing  The Game and one of our challenges is to allow them to be as they are.

In my opinion, this lady has got it right:

 

 

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