For part 1, click here
We left off talking about my former autism website, Forming Horizons, and about a more traditional understanding of the word horizons as denoting limits rather than limitlessness.
We also talked about how this brings us to a twofold understanding of horizons in terms of the ASD experience:
Can we overcome our difficulties? Sure, but we have to acknowledge them first. Once we’ve done that, we may be surprised to find our range of motion within these limits more expansive than we thought.
To that end, I have one transitional comment: When we encourage our children to “broaden their horizons,” what we really mean to say is that they should discover and live up to their potential.
Chess, sculpting, and just a little more philosophy…
We don’t talk about potential in the same way we talk about horizons. You don’t broaden your potential; you reach your potential.
Let’s take chess as an example.
I have no clue how to play chess. But let’s say I learn, and do very well. I might be tempted to run out into the street and belt out for all the world to hear: “I just expanded my potential!”
Well, no I didn’t. I acquired a skill. The potential was there to begin with; otherwise, all my hard work and learning would have been moot.
Classical philosophers would often talk about the distinction between form and matter. To understand this, think of sculpting: The rock is the matter, while the particular statue the sculptor intends is the form.
Potential is more like matter than form. It can become many things, depending on its inherent qualities (like horizons, matter is limited; so the possibilities are not infinite). It’s just a matter of giving it the form intended for it.
This is the kind of thinking we should adopt. We don’t broaden our horizons (a.k.a. potential)…we form our horizons.
And yes, sometimes obstacles stand in the way of this. But these are far from insurmountable. We just need to be creative in how we approach them.
So what?
“Who cares what words you use?” you might ask. “Broaden, form, find, reach – the point is, I (or replace this with “my child,” “my friend,” “my ASD student,” or whatever) just haven’t been able to do it. There is too much in the way.”
I understand – in fact, I sympathize.
So what’s the answer? How do people impacted by ASDs “form their horizons?” How can society in general better form its horizons by further incorporating people on the spectrum into its life and activities?
In part 3 I’ll share my thoughts on where I believe the biggest obstacle, as well as the greatest opportunity for change, lies. Thanks for reading.
Acknowledgements
First two images obtained through a Google Advanced Image Search
Photo of bust of Aristotle: By After Lysippos – Jastrow (2006), Public Domain, https://commons.wikimedia.org/w/index.php?curid=1359807
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