The Human Ape
The Fifth Great Ape
A Study of Human Behaviour from the unique perspective of Aspergers Syndrome
School Days..
Infant school was predominantly uneventful. However, in junior school, my distinct behavior & high IQ became apparent to both pupils and teachers. Within the school environment, my inquisitive nature was viewed as disruptive & disobedient because of my constant questioning of the status quo. This intellectual curiosity, which should have been nurtured, was instead met with hostility.
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Consequently, I experienced immediate ostracization and bullying from my peers. Although I displayed all the behavioral characteristics of Asperger’s Syndrome, I was never recognized or diagnosed by the staff. This lack of professional understanding left me vulnerable to an environment that prioritized conformity over intelligence.
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Morton Park Junior School
The school system, much like the corporate world it prepares children for, viewed my objective questioning as a threat to its social order. I attended Morton Park Junior School from the ages of 5 to 11. Early on, my vulnerability, stemming from Asperger’s Syndrome, became apparent to my peers. Their behavior transformed swiftly from amicable to violent & bullying. One particular pupil would intercept me on my walk home, attempting to fracture my nose with physical blows.
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Despite my parents informing the school following my return home with a bloodied nose, the bullying not only continued but escalated. This experience exemplifies that humans, even at the age of five, are capable of bullying & ostracizing those who differ. They act in accordance with their inherited genetic predispositions from a remarkably young age. They perceive vulnerability as an opportunity for exploitation & domination, revealing the profound entrenchment of this behavior within the genetic makeup of neurotypical humans.
The teachers did not intervene to halt the children's behavior directed at myself & others who were different. Instead, they appeared to accept it as an inevitable social dynamic. This systemic failure shows that the adults were governed by the same primitive social protocols as the children, prioritizing the status quo over the protection of a vulnerable, hyper-connected mind.
Morton Secondary School
The true challenge arose upon my entry into secondary school. Bullying commenced without delay, & once more, the teachers remained passive, allowing the pupils to act with impunity. Morton Secondary School functioned as a locus of tribal, hierarchical, and ape-like behavior. In this environment, bullies exploited those perceived as vulnerable, while teachers remained indifferent to the suffering of those in their care.
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The teachers appeared preoccupied with the gratification of their own egos and personal dramas. As before, my autistic traits were not recognized or supported.
This systemic failure ensured that the school remained a predatory environment rather than a place of learning. It was a clear manifestation of a society that prioritizes the "limbic" desires of the majority over the safety and development of the analytical mind. In such a system, the teachers & the bullies are part of the same self-reinforcing social structure, where "fitting in" is the only metric of success. My time between lessons was spent hiding alone in the dark nooks & crannies of the school structure to avoid the bullies. I also developed a strategy of walking purposefully, as if I were heading to a specific destination or performing an errand. For the most part, this deflected the tyrants and bullies that infested the school. Another technique I devised was to appear only one or two minutes before a lesson began.
By minimizing the time spent waiting outside the classroom, I presented less of a "wounded prey" target to the instigators of violence. To the pupils there, I was an easy target. I possessed very little Theory of Mind, and having Asperger's made me appear vulnerable and "fair game." There were no repercussions for their actions. Furthermore, I was incredibly literal; I believed most things people told me, as I had no reason to suspect deception. Consequently, they viewed me as an idiot, even though my IQ was likely double or triple theirs.
Morton School served as a stark illustration of the psychological assertion that children & adolescents often display psychopathic characteristics. While most individuals eventually develop the capacity to regulate these tendencies, some remain permanently within the realm of psychopathy. These individuals are unable to comprehend the damage they inflict & remain entirely devoid of empathy. This is not merely a developmental delay but a fixed state of being for a significant portion of the population.
The pervasive psychopathy among the pupils was particularly memorable. They appeared wholly unaware of the pain they caused, or if they were cognizant, they remained utterly indifferent. This environment acted as a breeding ground for these traits, where the lack of empathy was not merely a phase but a fundamental aspect of their character. Within the tribal hierarchy of the school, this lack of empathy became a tool for social advancement. Those who could inflict the most damage without remorse often rose to the top of the "ape-like" social structure you have described.
It was a ruthless, dog eat dog environment that was portrayed as education. However, we now know that the schooling process is often little more than programming designed to prepare people for the workplace. Psychologists refer to this aspect of education as 'social conditioning'.
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Establishing a relationship with these individuals proved futile because there was a significant intellectual & ethical disparity. I was readily categorized as an out group member, & their actions substantiated this premature & erroneous assessment. Driven by inflated egos and illogical emotions, they behaved with impunity. Similar to other primate groups, the dominant children were accompanied by a cohort of sycophants. These individuals were prepared to execute any request to enhance their standing or ascend the perceived social hierarchy.
This behavior appeared to operate on a near subconscious level, with the children impulsively adhering to their fluctuating emotions. They demonstrated a total inability to reflect upon the ethical implications of their conduct. For the Asperger’s mind, which operates on logic and "if then" systems, this impulsive and reflexive behavior is incomprehensible. It reveals the core of the neurotypical pathology: a mind that is so enslaved to the social hierarchy that it will sacrifice empathy, truth, and logic just to remain within the "in group."
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Many years after leaving school, I encountered several former pupils and was dismayed to discover their lack of personal growth. They persisted in displaying sarcasm, arrogance, and egotism. They maintained a tendency to criticize the appearance of others and continued to engage in bullying behavior. It was perhaps a manifestation of my Asperger's naivety to assume they would have progressed beyond their abusive and primitive behaviors. Regrettably, bullying appears to be deeply embedded in the genetic makeup of many NT humans.
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This predilection for exploiting perceived vulnerability, combined with an inherent intolerance of difference & a deficiency in self-actualization and introspection, creates a destructive dynamic. Bullying will not be eradicated through campaigns or slogans; it will only abate with the evolutionary advancement of NT humans. Consequently, individuals with Asperger's Syndrome, who experience persistent negative interactions that exacerbate misanthropic tendencies, must await this evolutionary change.
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Please Note - it is important to note that all incidents and events documented on this site are based on actual occurrences. While I fully endorse these recollections, I must clarify that my interpretations, derived from over a decade of research and study in genetics, anthropology, and primate behavior, constitute my objective opinion. I posit that the behaviors exhibited by the Neuro Typical Humans discussed herein are predominantly attributable to genetically driven behavioral patterns, with negligible influence from parental nurturing. The purpose of this site is to document and analyze Neuro Typical Human behavior from the perspective of an individual with Asperger's Syndrome, rather than to cause offense or distress. All photographs were obtained in public areas, where, in accordance with UK law, there is no reasonable expectation of privacy, and are therefore legally permissible for use on public websites. This usage is consistent with Article 10 of the Human Rights Act, which, in alignment with Article 10 of the European Convention on Human Rights, safeguards the right to freedom of expression, including the freedom to hold opinions and to receive and impart information, subject to certain permissible limitations.