ASPERGER'S SYNDROME – SOCIO-HISTORICAL BACKGROUND OF AUTISM AND ITS PEDAGOGICAL CONSEQUENCES. RESEARCH AND SOCIAL PRACTICE AND THE RIGHT TO LIFE

Abstract

ABSTRACT: Aim: The aim of the publication is to attempt to transpose the medical dimensions of the problem into pedagogy, with the contemporary idea of social and educational inclusion. It is an attempt to point out the consequences of scientific research, which is often in conflict with fundamental moral rights, including the right to life. Methods: The article uses an extensive literature query and an analytical-synthetic method. It leads to an interdisciplinary exploration of the topic, taking into account its pedagogical character. Results: The theoretical analysis of the topic, socio-historical, medical and pedagogical threads show the multidimensionality of autism and disability - in the broad sense of the word - as a significant problem in contemporary education. Conclusion: The intention of the undertaken analyses is to indicate the significance of ethics and moral laws in education and social practice - in its various dimensions. Civilization must move toward the defense of life, not death, for the sake of human perfection. Originality: The article presents the socio-historical background of autism and Hans Asperger's research. It indicates the contemporary implications of medical and ideological assumptions in pedagogy and work with people with disabilities in the context of the value of life and the need to defend it. Keywords: Asperger, Asperger's syndrome, autism, therapeutic pedagogy, education, moral law, ideology, sociocultural context, ethics in education, eugenics