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Asperger's Syndrome, often characterized as a form of "high-functioning autism," is a poorly defined and little-understood neurological disorder. The people who suffer from the condition are usually highly intelligent, and as often as not capable of extraordinary feats of memory, calculation, and musicianship. In this wide-ranging report on Asperger's, Lawrence Osborne introduces us to those who suffer from the syndrome and to those who care for them as patients and as family. And, more importantly, he speculates on how, with our need to medicate and categorize every conceivable mental state, we are perhaps adding to their isolation, their sense of alienation from the "normal." -This is a book about the condition, and the culture surrounding Asperger's Syndrome as opposed to a guide about how to care for your child with Aspergers. -Examines American culture and the positive and negative perspectives on the condition. Some parents hope their child will be the next Glenn Gould or Bill Gates, others worry that their child is abnormal and overreact.
The American State Normal School is the first comprehensive history of the state normal schools in the United States. Although nearly two-hundred state colleges and regional universities throughout the U.S. began as 'normal' schools, the institutions themselves have buried their history, and scholars have largely overlooked them. As these institutions later became state colleges and/or regional universities, they distanced themselves from the low status of elementary-literally erasing physical evidence of their normal-school past. In doing so, they buried the rich history of generations of students for whom attending normal school was an enriching, and sometimes life-changing experience. Focusing on these students, the first wave of 'non-traditional' students in higher education, The American State Normal School is a much-needed re-examination of the state normal school.This book was subject of an annual History of Education Society panel for best new books in the field.
How our shifting sense of "what's normal" defines the character of democracy "A provocative examination of social constructs and those who would alternately undo or improve them."—Kirkus Reviews This sharp and engaging book by leading governmental scholar Cass R. Sunstein examines dramatically shifting understandings of what’s normal—and how those shifts account for the feminist movement, the civil rights movement, the rise of Adolf Hitler, the founding itself, political correctness, the rise of gun rights, the response to COVID-19, and changing understandings of liberty. Prevailing norms include the principle of equal dignity, the idea of not treating the press as an enemy of the people, and the social unacceptability of open expressions of racial discrimination. But norms can turn upside-down in a hurry. What people tolerate, and what they abhor, depends on what else they are seeing. Exploring Nazism, #MeToo, the work of Alexander Hamilton and James Madison, constitutional amendments, pandemics, and the influence of Ayn Rand, Sunstein reveals how norms change, and ultimately determine the shape of society and government in the United States, Europe, and elsewhere.
The American Educational History Journal is a peer?reviewed, national research journal devoted to the examination of educational topics using perspectives from a variety of disciplines. The editors of AEHJ encourage communication between scholars from numerous disciplines, nationalities, institutions, and backgrounds. Authors come from a variety of disciplines including political science, curriculum, history, philosophy, teacher education, and educational leadership. Acceptance for publication in AEHJ requires that each author present a well?articulated argument that deals substantively with questions of educational history.