Top 15 Temple Grandin Quotes

I believe that the place where an animal dies is a sacred one. There is a need to bring ritual into the conventional slaughter plants and use as a means to shape people's behavior. It would help prevent people from becoming numbed, callous, or cruel. The ritual could be something very simple, such as a moment of silence. In addition to developing better designs and making equipment to insure the humane treatments of all animals, that would be my contribution. (p206)

Most people don't realize that the slaughter plant is much gentler than nature. Animals in the wild die from starvation, predators, or exposure. If I had a choice, I would rather go through a slaughter system than have my guts ripped out by coyotes or lions while I was still conscious. Unfortunately, most people never observe the natural cycle of birth and death. They do not realize that for one living thing to survive, another living thing must die.

The possibility that a void exists after death has motivated me to work hard so I can make a difference — so that my thoughts and ideas will not die. When I was working on my Ph.D., a coworker in our lab told me that the world's libraries contain our extra soma, or out-of-body genes. Ideas are passed on like genes, and I have a great urge to spread my ideas. I read an article in the newspaper about an official at the New York Public Library who said that the only place on earth where immortality is provided is in libraries. This is the collective memory of humanity. I put this on a sign and placed it over my desk. It helped me to persevere and get through my Ph.D. work. (p199)

Problems that autistic people have with eye contact and awkward gestures are not visible on the Internet, and typewritten messages avoid many of the social problems of face-to-face contact. The Internet may be the best thing yet for improving an autistic person's social life. (p100)

I've been doing autism talks for the last 20 years and there still are people out there that do not want to, they can't recognize that these sensory problems are real. That, for some of these kids when that fire alarm goes off, that really hurts the ears, it's a really real thing.

I was lucky in the ‘60s to also be taking a class in Classical Ethology by a professor named Tom Evans, where I learned that operant conditioning does not explain all animal behavior. He explained how fixed action patterns and hardwired instinctual behavior works. And I remember going on a visit to Dr. Skinner and I felt like I was visiting, you know, the grand temple of psychology. And I went up to his office and, you know, he seemed, I'm like, "oh, you mean he's actually an ordinary person?" And we got to talking and of course back then I wore a dress you know ‘cause, you know, ladies had to be, like, dressed up, and I had a very conservative dress on, and B.F. Skinner touched my legs. And I said "You may look at them, but you may not touch them" and that ended that. And that is as he was showing me around the rat lab, I said "Dr. Skinner if we can just learn about the brain then we really would know some things". And Dr. Skinner says to me "We don't need to know anything about the brain, we have operant conditioning". And I just never really could accept that. You know, especially after taking Tom Evans' class at the same time.

I played around with vegetarianism back in the ‘70s. One thing, my physiology just got to have animal protein. I get hypoglycemic, I get all light-headed unless I eat animal protein. And I did a lot of thinking about this and I've designed a lot of equipment for meat plants. The cattle would have never been born, you know, if we hadn't raised them. And I feel very strongly, we've got to give animals a good life. I've worked really hard improving slaughter plants and animal handling and transport. And people have said to me, "Why don't you work on improving conditions on pig farms?" And basically, to be effective on making real change out there on the ground, you can only work on so many things. You know, you get too distributed, you're not effective. And, you know, I've got my one area I work in and I want to educate people about autism and I also want to improve, you know, animal handling and transport and make a real change out in the field on the ground.

if you see a child with autistic-like behaviors at age two and three, the worst thing you can do is just let them sit and watch TV all day. That's just the worst thing you can do. You need to have a teacher working with that child, working on teaching language, working on social interaction, working on getting them interested in different things, and keeping their brain connected to the world.

I feel very strongly that if you got rid of all of the autistic genetics you're not going to have any scientists. There'd be no computer people. You'd lose a lot of artists and musicians. There'd be a horrible price to pay. It's like a little bit of the autistic trait can give some advantages. You get too much of the autistic trait then you get a very severe handicap where the person's going to remain non-verbal. It's a continuum from a severe handicap all the way up to something where it's a personality variant.

the things that scare a prey/species animal like cattle are a whole lot of little visual details that people just don't tend to notice. And one of the big problems they used to have is the people just wanted to get out there and yell and scream and push and shove and you know more and more prods. Rather than remove the things that the cattle were afraid of.

my mind works like Google for images. You put in a key word; it brings up pictures. See language for me narrates the pictures in my mind.

All people want to feel their efforts matter, and individuals with ASD are no different. (p214)

For me and other people on the autism spectrum, sensory experiences that have little or no effect on neurotypical people can be severe life stressors for us. Loud noises hurt my ears like a dentist’s drill hitting a nerve. (p57)

There is often too much emphasis in the world of autism on the deficits of these children and not enough emphasis on developing the special talents that many of them possess. (p35)

Autistic thinking is always detailed and specific. Teachers and parents need to help both children and adults with autism take all the little details they have in their head and put them into categories to form concepts and promote generalization. (p33)