1. In your book, Was Yosef on the Spectrum, understanding Joseph, you have studied him as a person in greater depth. Could you please elaborate?
A number of years ago, as I read the opening verses of the story, it occurred to me that many of Joseph’s characteristics and behaviors are consistent with those of an individual on the autism spectrum. As I continued to reread the story through the lens of contemporary understandings of autism, I observed that, throughout the story, many of Joseph’s behaviors and experiences closely resemble those common among some individuals on the spectrum. Upon further examination, I realized that understanding Joseph as an individual on the spectrum helps illuminate not only the text of the Torah but also many comments and teachings about Joseph found in the classical Jewish sources I had previously studied.
On this basis, through a close reading of
both the biblical text and classical Jewish commentators, my book
attempts to achieve a coherent and cohesive understanding of the
story that offers a plausible account of Joseph’s behaviors toward others and
those of others toward him, while at the same time accounting for both his
successes and his failures. Although, of course, individuals on the spectrum
vary widely, common characteristics include many of the behaviors Joseph
exhibits and the interactions he experiences.
2. It would seem, autism is not
new. However, the term neurodiversity is. What have these terms,
neurodiversity/ neurodivergence given us?
Indeed, it would seem that autism is not new, and the study in my book is premised, in part, on the recognition that, on a basic level, human nature does not change over time. On the other hand, the term neurodiversity is relatively new, and remains unknown or misunderstood by large segments of populations across the world.
The term neurodiversity lends itself to many different meanings, interpretations, and applications. On a basic level, I understand the term to stand for the proposition that among humanity, there is broad neurological diversity, which might be described as encompassing different neurotypes. Indeed, neurodiversity, though often associate with autism, is generally extended to many others, including, for example, ADHD, dyspraxia, dyslexia, dyscalculia, dysgraphia, and Tourette's.
In the context of autism, this approach might suggest that, with respect to some individuals on the autism spectrum, neurodiversity provides a better framework for recognizing that differences can sometimes express themselves as both strengths and weaknesses. In fact, for some, areas of strength might be inextricably linked to areas of deficit.
3. What would be a good starting
point to engage with the neurodivergent community when it comes to
employability?
In my experience, a helpful starting point might be a change in mindset. Specifically, it is important for employers to considers neurodivergent applicants, like other applicants, based on an assessment of the job description and whether the applicant is a good fit for the position.
This model, though seemingly intuitive, differs from a common approach that implements what might be called a charity model, in which an employer hires a neurodivergent individual as a form of charity. Hiring decisions based on this model often tend to be problematic, if not counterproductive. In short, the result is often a lose-lose situation: the employer may begrudgingly hire neurodivergent applicants without valuing how they might benefit the company, in turn breeding jealousy or resentment among other employees, while it will likely become clear to the neurodivergent individuals that they are not an integral part of the team.
Instead, employers should take neurodivergent applicants seriously, through a fair and honest assessment of their potential contributions to the company. This process can produce a win-win situation, in which the employer is pleased to hire someone who brings value to the company, the other employees appreciate these contributions, and perhaps most importantly, the neurodivergent individual will feel a sense of self-worth and belonging.
4."Diversity, equity and
inclusion", are not merely euphemisms to be used, but as a society, it
is the way for us to move forward? What are your views on this?
Here too, there are various interpretations and understandings of the terms diversity, equity, and inclusion, as well as different approaches to methods of implementation that will help society move forward. And here too, I think the efforts might begin with a change in mindset, starting with the notion of inclusion and a recognition of the implications and importance of an inclusive mindset.
At a basic level, an inclusive mindset insists on appreciating the value of every human being and insisting that each individual must be included as a member of society. It then follows that each individual must be valued equally. Finally, diversity entails an understanding that we are all different in our particular skills and areas of strength, as well as our weaknesses and deficits. Still, these differences do not render anyone "more equal" than anyone else.
This change in mindset can have significant implications for every aspect of society, from attitudes that are expressed and implemented in educational and employment settings, to governmental and public policy considerations, to social environments and movements.
5. In the research leading up to your book, how did society perceive people on the spectrum, both in the past and present?
Though it is very difficult to assess, with any degree of certainty, the way past societies have perceived individuals on the autism spectrum, when we look at history and literature, we often find striking similarities to our own experiences. We can read Homer or Cervantes or Shakespeare and we can recognize the feelings and interactions among the characters, even though they lived in very different times and places. Likewise, based on the information we have about an individual like Joseph, including extensive descriptions of his behaviors and interactions, we might recognize similarities to contemporary individuals on the autism spectrum. On a broader level, though, the historical record regarding social attitudes toward autism seems sparse, at best.
We do have a record of more modern societal attitudes toward individuals on the autism spectrum, and unfortunately, with some notable exceptions, the prevalent attitude has not been one of understanding. Instead, we find repeated forms--often systemic and systematic--of stigma, marginalization, isolation, and outright abuse.
Nevertheless, I think it is worthwhile to close with a measure of optimism. We still have a long way to go, but we should acknowledge that there have been notable areas of progress, particularly in recent years, and we can hope that we will continue to move in the direction of better understanding of differences, including neurodiversity.
Thank you Prof. Samuel. J. Levine
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