By Heather Keith, Kenneth D. Keith
Intellectual incapacity: Ethics, Dehumanization, and a brand new Moral group presents an interdisciplinary exploration of the roots and evolution of the dehumanization of individuals with highbrow disabilities.
- Examines the roots of incapacity ethics from a mental, philosophical, and academic perspective
- Presents a coherent, sustained ethical standpoint in reading the historic dehumanization of individuals with reduced cognitive abilities
- Includes a sequence of narratives and case descriptions to demonstrate arguments
- Reveals the significance of an interdisciplinary realizing of the social building of highbrow disability
Content:
Chapter 1 highbrow incapacity: heritage and Evolution of Definitions (pages 1–18):
Chapter 2 The Social development of Purgatory: rules and associations (pages 19–36):
Chapter three A Failure of Intelligence (pages 37–52):
Chapter four the implications of cause: ethical Philosophy and Intelligence (pages 53–76):
Chapter five Defining the individual: the ethical and Social outcomes of Philosophies of Selfhood (pages 77–94):
Chapter 6 substitute perspectives of ethical Engagement: Relationality and Rationality (pages 95–115):
Chapter 7 tradition and highbrow incapacity (pages 116–130):
Chapter eight caliber of lifestyles and notion of Self (pages 131–150):
Chapter nine software and most sensible Practices: Rights, schooling, and Ethics (pages 151–169):
Chapter 10 Epilogue: Visions of the longer term (pages 170–176):
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Additional resources for Intellectual Disability: Ethics, Dehumanization, and a New Moral Community
Sample text
469), that “A belief in the necessity of permanent care for all this defective class is professed by the superintendent of every state school for the feeble-minded in the United States today” (p. 467), and that “the average citizen looks upon the feeble-minded with contempt or indifference” (p. 468). S. Census Report (Kuhlman, 1916), with some of the institutions also having long waiting lists. Residents were called “inmates,” and the institutions divided the inmates into groups: “educables,” “industrials,” and “custodials” (Johnson, 1899, p.
Glenwood, established in 1876, was the seventh such facility in the US, and the first west of the Mississippi River. Source: Photo by K. D. Keith 22 The Roots of Dehumanization The Growth of Institutions However, attitudes changed, and the numbers of people with intellectual disability proved daunting for the fledging institutions. Early authorities realized that different people were more or less susceptible to training and, as Wolfensberger (1975) pointed out, there was perhaps a fatal flaw in the reasoning underlying the plan to remove people from society so as to train them for return to society.
He went on to note the degradation, exploitation, and oppression of the people who became freaks. We might wonder what factors led to the demise of the freak show; one explanation suggests that by the 1930s mental retardation had achieved the status of a disease, with an accompanying change in public attitudes from exotic entertainment to pity (Bogdan, 1988). However, as Gerber (1992) suggested, other cultural forces may have played a role, in the form of increasing awareness of minority rights, development of different forms of media and entertainment, changing recreational interests, and perhaps the “revulsion at the dehumanization that is part of such displays” (p.