David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Hypatia 25 (3):504 - 526 (2010)
Diagnosable individuals, caregivers, and clinicians typically embrace a biological conception of attention-deficit/hyperactivity disorder (ADHD), finding that medical treatment is beneficial. Scientists study ADHD phenomenology, interventions to ease symptoms, and underlying mechanisms, often with an aim of helping diagnosed people. Yet current understanding of ADHD, jointly influenced by science and society, has an unintended downside. Scientific and social influences have embedded negative values in the ADHD concept, and have simultaneously dichotomized ADHD diagnosable from non-diagnosable individuals. In social settings insistent on certain types of success, the negative values associated with the diagnostic category are attributed to people in the dichotomized "ADHD" group. Devaluation, institutional restrictions on "success" definitions and endpoints, and limited options for achieving success jointly constitute institutionalized intolerance of ADHD
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References found in this work BETA
Nancy Cartwright (1999). The Dappled World: A Study of the Boundaries of Science. Cambridge University Press.
Helen Longino (2002). The Fate of Knowledge. Princeton University Press.
Helen E. Longino (1990). Science as Social Knowledge: Values and Objectivity in Scientific Inquiry. Princeton University Press.
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Citations of this work BETA
Helen E. Longino (2013). The Social Life of Scientific Theories: A Case Study From Behavioral Sciences. [REVIEW] Biological Theory 7 (4):390-400.
Susan Hawthorne (2010). Embedding Values: How Science and Society Jointly Valence a Concept—the Case of ADHD. Studies in History and Philosophy of Science Part C 41 (1):21-31.
Susan Hawthorne (2010). Embedding Values: How Science and Society Jointly Valence a Concept—the Case of ADHD. Studies in History and Philosophy of Science Part C: Studies in History and Philosophy of Biological and Biomedical Sciences 41 (1):21-31.
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