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Problems, Prospects and Possibilities: The Quality of Life Of and With A Persons With Severe Cognitive Disabilities. Eva Feder Kittay Distinguished Professor of Philosophy Stony Brook University, NY USA. Sesha. /. Quality of Life = Quantity of Skills* . *David Hinsberg . DO? BE? DO?. - PowerPoint PPT Presentation
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Problems, Prospects and Possibilities: The Quality of Life Of and With A Persons With Severe Cognitive Disabilities.Eva Feder Kittay
Distinguished Professor of Philosophy
Stony Brook University, NY USA
Quality of Life = Quantity of Skills*
/
Sesha
*David Hinsberg. DO? BE? DO?
Why I am not qualified to speak about autism
Sesha has no difficult or disruptive behaviors
Sesha loves physical contact and physical affection
Not sure: Is autism itself ever an intellectual disability?
Why I may be There is much I do not know or understand
about my daughter’s cognitive abilities, including intellection.
Cognitive disability is broader than “intelligence” and includes various sources of learning disability
There appears to be a common bond between parents and their children regardless of the form of cognitive disability DEALING WITH THE NON-NORMAL LOVE JOY
Love, joy and the gift of just being able to be
Other points of contact
process their world and experiences atypically; experience a range of human possibilities only
partially available to or not salient for others; have a greater degree of dependence on the care challenge the model of the human as fully
functioning, rational, independent and productive experience a rich joy in being, even though life is
not always joyful and sometimes painful and frightening.
Individuals who
PROBLEMSIt’s not easy being normal
“Having a child with a severe disability makes every parent into a philosopher.” What if the parent is already a philosopher?
You become a humbler philosopher
The philosopher’s norm
•the ability to be autonomous and •to act rationally and reasonablyThese are presumed to be at core of their conception of “moral personhood.”
“The unexamined life is not worth living”
But there was no question in my mind that Sesha’s life was worth living.
Some sadnesses that come with a child with severe cognitive disabilityShe is so vulnerable. Can she be safe?She will not be able
to form a family orhave an intellectual life or a work of her own
PROSPECTSThe problem with normal and the prospects for normalization
“The paradox is they identify is that a child who doesn’t fit in has to be seen as somehow impaired in order to justify an effort to normalise him”Roy Richard Grinker, Isabel’s World, p.318.
The “Normalization Movement”A move away from the medical modelBringing the lives of the cognitively impaired into line with what is thought of as a normal lifeIncluding people with cognitive disabilities in the lives and activities of the nondisabled
Wolfensberger, W. (1972). The principle of Normalization in human services. Toronto: National Institute on Mental
Retardation.
Two senses of normal
1. An objective “judgment of reality” (e.g. a statistical frequency);
2. a subjective “judgment of value.” .
Canguilhem, Georges. The Normal and the Pathological. Translated by Carolyn Fawcett. New
York: Zone Books, 1991.
As a “judgement of value”
The normal ≈ the desirable ≈ the goodThe nonnormal ≈ the undesirable ≈ the pathological
As a “judgment of reality”
Why should the statistical norm be desired?
Two senses of normal
1. “Judgment of reality” The normal as what is statistically
frequent
2. “Judgment of value.” The normal as what we value.
Pathology
Variation
Anomaly
“A human trait would not be normal because frequent but frequent because normal, that is, normative in one given kind of life”
(Canguilhem 1991, 160)
Two examples of the value-ladenness of “judgments of reality”The case of the normal lifespan
The case of the prevalence of deafness on Martha’s Vinegard in the late 19th and early 20th century
[A]t all times, as long as there have been human beings, there have been human herds and very many who obeyed compared with very few who were in command; [obedience] was the trait best and longest exercised and cultivated among men. [I]t has become an innate need.”
Fredrick Nietzsche
“The herd instinct”—a need to obey, to follow commands, to acquiesce to authority.
Fredrick Nietzsche
We need not stifling norms but capacious ones
“What normality was for her” “Knowing Isabel, our perception of that
abstract concept ‘quality of life’ has changed and become more fluid. In our conversations with nurses and doctors they frequently pointed out that we, the nurses and carers who knew her well, were the specialists in Isabel’s case and that we knew what normality was for her.”
Sabine Vanacker
Values like language requires what Wittgenstein called “stagesetting,” and presumes a community who share practices and purposes.
We build on the old normal to create a new normal
POSSIBILITIESFrom “the new normal” to the good life
Joy
The paradox of normal
We all want to be normal No one wants to be loved because
they are normal Everyone wants to be loved
because of what is distinctive
The Valentine’s Card from Hell
You are so normal
Please be my valentine
The Paradox Dissolves: We see the special when the normal is in the backgound
You are so normal
Please be my valentine
There is no one like you
Walter Michel, Personal Discussion
“Sesha has such good survival skills. She knows how to make people love her and that is the most important survival skill of all.”
“Joy is a man’s passage from a lesser to a greater perfection.”
Spinoza, The Ethics (Definition II. Bk III).
Do? Be? Do? Dave Hinsberg’s Lists
To Do List Item item
To Be List Item Item Item Item Item item
Love, joy and the gift of just being able to be
We should judge the value of a life not just what is can accomplish, but the what it brings into the lives of others
Richard Roy Grinker, Isabel’s World