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Autism and intuitive practice as the art of the prevailing middle
Author(s) -
Murphy Mike,
Done Elizabeth J.
Publication year - 2016
Publication title -
journal of research in special educational needs
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.543
H-Index - 27
ISSN - 1471-3802
DOI - 10.1111/1471-3802.12084
Subject(s) - autism , psychology , perception , perspective (graphical) , inclusion (mineral) , process (computing) , pedagogy , equity (law) , epistemology , mathematics education , social psychology , developmental psychology , computer science , philosophy , artificial intelligence , neuroscience , political science , law , operating system
J ordan insists that teachers should be free to exercise their professionalism and that respect for difference is integral to that professionalism. For C onnor, this implies teachers who can critically consider the discourses available to them as practitioners. The authors draw upon the philosophising of G illes D eleuze to develop an account of teaching and learning as an autonomous creative process in which teachers contribute to rather than strictly control outcomes. This account of teaching as processual following resonates with J ordan's vision of equity for autistic or neuro‐atypical pupils and compassionate professionalism. It rests less easily with intensive behaviourist‐training programmes and educational cultures premised on the assumption that outcomes can, and should, be pre‐determined and precisely engineered. From a D eleuzian perspective, ethical practice is the interplay of conceptual, perceptual and affective knowledge, and it is suggested that intuitive practice involves a similar interplay along with numerous contextual considerations. A D eleuzian theory of simulation is initially outlined and accords with the emphasis placed by J ordan on reimagining an educational system in which all pupils are valued and supported to develop their varied talents and teachers are free to assess the suitability of particular methods for individual pupils.