Conclusion: The Need For A framework to Decolonize the Senses
Whereas Ancient health wisdoms understood that our senses and space are central to our well being, modern cultures have colonized space and the senses, and led us to forget their importance. In the process we lost access to the wisdoms and knowledge of the past and blinded ourselves to the sensory parts of who we are. The domination of Cartesian logic in our societies have taken us far from our body and in the process ostracized highly sensitive people’s ways of being. The oppression of the senses that modern society has promoted is destroying the most sensitive members of our society by preventing access to the knowledge necessary to be connected, energized in positive ways, and to build the resilience necessary to deal with toxicity. As we advance in the 21st century, we are realizing the dangers of this colonization and many health practitioners are working to use ancient wisdom in a modern world.
The neurodiversity approach, for instance, emerged in the 1990s as a challenge to prevailing views of neurological diversity as inherently pathological. It asserts that neurological differences should be recognized and respected as a social category on par with gender, ethnicity, sexual orientation, or disability status and that diverse neurological conditions appear as a result of normal variations in the human genome (Linköping University, 2014)[i]. Similarly, sensory diversity is important to recognize as a normal genetic variation.
Given that highly sensitive children can not help being tuned into modalities of holistic and empathic perceptions and meanings, sourced not within the mind but the sensorial body and space, we need to provide them with frameworks of reality and strategies to trust and become guided by their senses, and develop a healthy dialogue between their internal and external environments. But how do we begin to re-understand the importance of the senses and space and what a healthy relationship to both are, particularly in a technological age? The next chapter represents an attempt at synthesizing what we discussed in this chapter into a highly sensitive children health framework that may help us begin this process of relearning.
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Next: Chapter 6: introduction
[i] “Autism as a Natural Human Variation: Reflections on the Claims of the Neurodiversity Movement”. Linköping University. Retrieved December 20, 2014.