For over half a century, Stanley Milgram's classic and controversial obedience experiments have been a touchstone in the social and behavioral sciences, introducing generations of students to the concept of destructive obedience to authority and the Holocaust. In the last decade, the interdisciplinary Milgram renaissance has led to widespread interest in rethinking and challenging the context and nature of his Obedience Experiment. In Morality in the Making of Sense and Self, Matthew M. Hollander and Jason Turowetz offer a new explanation of obedience and defiance in Milgram's lab. Examining one of the largest collections of Milgram's original audiotapes, they scrutinize participant behavior in not only the experiments themselves, but also recordings of the subsequent debriefing interviews in which participants were asked to reflect on their actions. Introducing an original theoretical framework in the sociology of morality, they show that, contrary to traditional understandings of Milgram's experiments that highlight obedience, virtually all subjects, both compliant and defiant, mobilized practices to resist the authority's commands, such that all were obedient and disobedient to varying degrees. As Hollander and Turowetz show, the precise ways subjects worked out a definition of the situation shaped the choices open to them, how they responded to the authority's demands, and ultimately whether they would be classified as "obedient" or "defiant." By illuminating the relationship between concrete moral dilemmas and social interaction, Hollander and Turowetz tell a new, empirically-grounded story about Milgram: one about morality—and immorality—in the making of sense and self.

An examination of diagnostic processes that questions how we can better understand autism as a category and the unique forms of intelligence it glosses. As autism has grown in prevalence, so too have our attempts to make sense of it. From placing unfounded blame on vaccines to seeking a genetic cause, Americans have struggled to understand what autism is and where it comes from. Amidst these efforts, however, a key aspect of autism has been largely overlooked: the diagnostic process itself. That process is the central focus of Autistic Intelligence. The authors ask us to question the norms by which we measure autistic behavior, to probe how that behavior can be considered sensible rather than disordered, and to explore how we can better appreciate the individuality of those who receive the diagnosis. Drawing on hundreds of hours of video recordings and ethnographic observations at a clinic where professionals evaluated children for autism, the authors' analysis of interactions among clinicians, parents, and children demystifies the categories, tools, and practices involved in the diagnostic process. Autistic Intelligence shows that autism is not a stable category; it is the outcome of complex interactional processes involving professionals, children, families, and facets of the social and clinical environments they inhabit. The authors suggest that diagnosis, in addition to carefully classifying children, also can highlight or include unique and particular contributions those with autism potentially can make to the world around us.

An examination of diagnostic processes that questions how we can better understand autism as a category and the unique forms of intelligence it glosses. As autism has grown in prevalence, so too have our attempts to make sense of it. From placing unfounded blame on vaccines to seeking a genetic cause, Americans have struggled to understand what autism is and where it comes from. Amidst these efforts, however, a key aspect of autism has been largely overlooked: the diagnostic process itself. That process is the central focus of Autistic Intelligence. The authors ask us to question the norms by which we measure autistic behavior, to probe how that behavior can be considered sensible rather than disordered, and to explore how we can better appreciate the individuality of those who receive the diagnosis. Drawing on hundreds of hours of video recordings and ethnographic observations at a clinic where professionals evaluated children for autism, the authors' analysis of interactions among clinicians, parents, and children demystifies the categories, tools, and practices involved in the diagnostic process. Autistic Intelligence shows that autism is not a stable category; it is the outcome of complex interactional processes involving professionals, children, families, and facets of the social and clinical environments they inhabit. The authors suggest that diagnosis, in addition to carefully classifying children, also can highlight or include unique and particular contributions those with autism potentially can make to the world around us.