Anyway

I’d heard quite a lot about the book “The Curi­ous Incid­ent of the Dog in the Night-Time” by Mark Had­don, but I tend to dis­count the breath­less reviews in news­pa­pers and the like, since I find I often don’t have any­where near as high an opin­ion of any given book as review­ers do. But when a couple of blog­gers I read recom­men­ded it, I decided it was prob­ably worth a try (thereby prov­ing the old adage about word of mouth being much more effect­ive than other forms of advert­ising). So when I was last in Oxford, I picked it up in one of the 3-for-2 Sum­mer Read­ing sales. And promptly decided it was worth read­ing, and worth the book­club read­ing. Which we did.

The book works on a num­ber of levels, I find. It’s writ­ten simply enough that it’s a quick read, without los­ing depth of mean­ing. As an adult read­ing the book, you know what’s going on long before the nar­rator Chris­topher does, leav­ing you to observe his fig­ur­ing it out too, and to won­der what he’ll do when he knows. Christopher’s observ­ances of life and people, the seem­ing logic (although much of it isn’t at all logical) are remin­is­cent of vari­ous sci­ence fic­tion char­ac­ters, such as Spock in Star Trek, or the wit­ness Ann in “Stranger in a Strange Land”. The book lets you see the dicho­tomy where sci­ent­ists are trained to not jump to con­clu­sions, and to be care­ful about assum­ing that A implies B, but in social inter­ac­tions people are expec­ted to infer motives from beha­viour, and to make assump­tions about likely causes and mean­ings. Chris­topher has prob­lems in large part because he doesn’t make the con­nec­tions and infer­ences that most people would make. The big­ger part is that his reac­tions to vari­ous stim­uli are so over­whelm­ing that other people can’t under­stand them.

I like tak­ing books like this to book­club because we dis­cover dif­fer­ent mean­ings in the dis­cus­sion; every­one sees dif­fer­ent points. One mem­ber, who works in the school sys­tem here, poin­ted out how high-functioning Chris­topher was when he could make him­self remem­ber the extra teach­ing he was given, that he could learn what the expec­ted reac­tions were to every­day social inter­ac­tions even if he didn’t under­stand them. And that the care-givers also have to be taught how to react, how to sup­port the learn­ing pro­cess that takes so much longer and is so much harder than with chil­dren who don’t have Asperger’s or autism.

All in all, an excel­lent book to read and think about, espe­cially if you’re a geek, sci­ent­ist, or have friends or fam­ily who are. There are cer­tain traits that Chris­topher has that geeks and sci­ent­ists share, though (of course) not usu­ally to the same degree.