In The Knowledge Gene, I asked why the initial mutation of the gene, NF1, would be so successful when it leads to tragic tumours on nerve sheaths. Drawing on a huge range of research, I was able to show that NF1 was hugely influential (although not acting alone) in the ability for humans to train their memories using story, art, music and their spatial abilities.
But I also asked: Why has evolution ensured that the neurodiversities are found in significant proportions in all human populations globally?
If they are disorders, shouldn’t evolution have selected against them?
The chapter which addresses this question has drawn a great deal of attention. I argue that the neurodiversities – in combination – are hugely valuable for a human population to store information, maintain and transmit knowledge.
This argument builds on the explanations in the previous chapters of the way knowledge systems work in Indigenous cultures which do not rely on writing. They are oral cultures, and their orality involves sophisticated, universal, innate and uniquely human skills.
It is the diverse skills of a population as a whole which enabled the incredible ability of the human species to adapt to almost every habitat on the planet – as no other species has done.
This is in no way to dismiss the challenges for neurodiverse people and their families in our contemporary society.
Using the lens of Indigenous knowledge systems, I argue the following generalisations, recognising the huge variety in the way neurodiverse traits manifest:
Every community depends on those who maintain information accuracy over long periods of time. They must be repeating the information with focus, and not liking change. These are autistic spectrum traits.
Indigenous knowledge systems are performance based. There have to be people in the community who like to perform, with movement. They need to be taking in new information from a wide variety of sources and sharing it. This enables the community to adapt to new environments. The more active and vibrant their imaginations the better for the community. These are ADHD type traits.
And then there’s dyslexia. The research is robust: dyslexics have enhanced spatial abilities. Therefore, their abilities to visualise structures for shelter and for tools are enhanced. And their navigation skills and artistic skills are also enhanced.
There’s other diversities as well, but these are the big three that evolution has made sure are in every single human population because the population has a whole benefits. Hugely, it is our education system and social norms, especially since writing, that have to turn these diversities into disorders.
We need to learn to treat our communities, schools, universities, suburbs or towns, the country… as diverse populations and take advantage of this diversity. We lose out so much by having our decision-making bodies so narrowly neurotypical.
Below is Dr Alexandra Sherlock’s review of that talk on Neurodiversity I gave at the University of Melbourne for the Physics Department. Dr Sherlock is a Fashion Design Lecturer at RMIT University
I had the great privilege of attending Dr. Lynne Kelly AM’s presentation today at the University of Melbourne’s Physics Colloquium on her latest book, ‘The Knowledge Gene,‘ and how it connects to her previous works, ‘The Memory Code‘ and ‘Memory Craft.’
Dr. Kelly is one of many, though still too few, scholars dedicated to bridging the gap between Western and Indigenous worldviews. Her book, ‘Songlines: The Power and the Promise’ (Thames & Hudson Australia), co-authored with margo neale, expresses the idea that “It’s time to go beyond learning about Indigenous cultures and start learning from them.” This insight was a game-changer for me.
As a white British academic, I continually reflect on my place (whether or not I even have one) and responsibilities in this context, acknowledging the risks of not engaging at all or doing so in ways that reinforce and perpetuate existing power imbalances.
As a non-Indigenous researcher herself, Lynne approaches her work with deep respect, recognising that meaningful engagement requires careful listening, acknowledgment, and collaboration. She also emphasises the essential distinction between Indigenous Knowledge Systems and Indigenous Knowledge, the latter of which is sacred and protected by custodians.
Over the past few years, I have experienced firsthand the impact of incorporating some of the methodologies Lynne discusses in her book, Memory Craft. These methodologies have provided an invaluable opportunity for our Fashion and Textiles students to engage emotionally with learning while reconnecting with and learning from each other, our past, present and future, and the places within which we learn, referred to as ‘Country’ in Australian Aboriginal terms. These approaches are essential for addressing the social, cultural and environmental damages perpetuated through Western, colonialist and capitalist systems.
What has also become increasingly clear to me is the value of these methods, which originate from oral cultures, for engaging with students who learn differently than traditional Western academic systems demand. This is why her current book ‘The Knowledge Gene’, which explores the evolutionary purpose and significance of neurodivergence, intrigued me. Today, she discussed the crucial role that neurodivergent conditions, such as ADHD, autism, and dyslexia, play in social and cultural systems.
For those interested in educational approaches that honour diverse ways of knowing and prioritise well-being and cultural sustainability and safety, I recommend Dr. Kelly’s work as a valuable perspective. Her references to Dr. Tyson Yunkaporta, founder of the Indigenous Knowledge Systems Lab at Deakin University, also highlight Indigenous voices that are leading these important conversations and establishing the terms of engagement that respect cultural sovereignty.
Many thanks to Duane Hamacher and University of Melbourne for organising this wonderful opportunity.
From Left: Mel Miles (Physics, Swinburne Uni), Dr Alexandra Sherlock (Fashion Design, RMIT University), Dr Lynne Kelly AM ( English Program, LaTrobe University) and Andrea Got Li Min (Anthropology, University of Melbourne) discussing Indigenous memory methods after the talk. Alex was showing her well worn copy of Memory Craft.
