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| Hercules choosing - drawing by Steve Simons |
Nothing is ever
straightforward when it comes to Heracles/Hercules who, as it has often been noted,
has a foot in more than one category. For instance, he is at once hero and god –
and a perpetrator as well as a victim. As Nicole Loraux most famously discussed, he is ‘super-male’ yet feminine and even, potentially, a woman. In many ways,
as I discussed in my previous posting of Monday (today is Wednesday), Hercules could
be seen as inappropriate as the subject of resources that are seeking to engage
the interest and hopefully enthusiasm of autistic girls.
But, because Heracles is
always never one thing, his richness as a tool for classical reception can
include being made relevant to anyone. At least I think so – I’m aware that, with
Heracles, there is invariably an underside. Then, again, there is something comparably the case with pretty-well any figure from classical myth: it is just that, with
Hercules, the situation is generally more extreme.
As I said in the previous
posting, in my paper for the upcoming FIEC conference, I am going to be
discussing activities for autistic girls. I am thinking teenage girls – so girls
of an age which could make certain aspects of Hercules inappropriate – inappropriate
if Hercules is to be used as an inspirational figure.
However, what I am struck
by is as follows – Hercules has vast potential to ‘speak’ to autistic people.
Twice now, when I have outlined to autistic people why I have opted for
Hercules, the responded has been: that
sounds like being autistic. There is, for example, Hercules as one who is a
loner, who functions really well when he is isolated, but who can get
overwhelmed and mess things up when he’s among people.
Also, Hercules is good at
sticking to a particular task, and at finding creative solutions to that task. But
he is ever needing to learn ways to deal with a particular situation. Each time, he comes up with the way to succeed in a given scenario. But, each time, a new
challenge follows and he needs to start working out the rules all over again.
Why this might resonate
especially with autistic girls is as follows. If we pick
certain things from the ancient evidence, what we can find is a hero who can
speak to some of the things that teenage autistic girls might experience. I
shall discuss in my paper at FIEC how the Choice of Hercules activities I am
developing could help deal with the challenges, and the potential positives, of
being an autistic teenaged girl.
For example, life can be
hard – for any girl, but with particular challenges for an autistic girl. For
instance, relationships become more complex and more complicated. Autistic
girls are more likely to feel anxious around people – feeling like they are
observing rather than participating. They might feel lonely, even – perhaps especially
– around people. They might find it hard to relate to others, especially those
of their peer group. Added to this, social situations might be overwhelming –
and this can be compounded by a sensitivity to things like smell and touch.
They may well have
developed strong personal interests – which others might share too, but more
intensely and obsessively than their peers. Alis Rowe’s Asperger's Syndrome in 12-16 Year Old Girls is really good on this. Autistic girls may pretend to fit in, when really they feel isolated.
The activities deal with
what it can be like to find things overpowering, and with what it can be like
to come into a new, strange place: one which, at first at least, does not make
sense – and to try to make sense of it, and to find a way to interact with the
strangers there (or: Hercules could be the stranger! This is a possibility that
I want to think through).
The activities point
to the ‘positives’ of being autistic, including: seeing and feeling intensely; having good attention to detail;
being direct and straightforward; and
One final point I plan to
raise is as follows. The episode is not all that well known. So any user can be
at a comparable starting point to any other. No one – autistic or otherwise –
need be advantaged or disadvantaged.
If anyone reading this is
coming to FIEC, if you’d like, let me know (s.deacy@roehampton.ac.uk)!
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