David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jack Alan Reynolds
Learn more about PhilPapers
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.
|Keywords||No keywords specified (fix it)|
|Categories||categorize this paper)|
Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
|Through your library|
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.
Hilary Putnam (2002). The Collapse of the Fact/Value Dichotomy and Other Essays. Harvard University Press.
Joseph Rouse (1987). Knowledge and Power: Toward a Political Philosophy of Science. Cornell University Press.
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.
Similar books and articles
Niranjan S. Karnik (2000). Foster Children and ADHD: Anger, Violence, and Institutional Power. [REVIEW] Journal of Medical Humanities 21 (4):199-214.
A. Charles Catania (2005). Attention-Deficit/Hyperactivity Disorder (ADHD): One Process or Many? Behavioral and Brain Sciences 28 (3):446-450.
Steven Thurber, William Sheehan & Richards J. Roberts (2009). Attention Deficit Hyperactivity Disorder and Scientific Epistemology. Dialogues in Philosophy, Mental and Neuro Sciences 2 (2):33-39.
Rosemary Tannock (2005). Hypodopaminergic Function Influences Learning and Memory as Well as Delay Gradients. Behavioral and Brain Sciences 28 (3):444-445.
Florence Levy (2005). ADHD, Comorbidity, Synaptic Gates and Re-Entrant Circuits. Behavioral and Brain Sciences 28 (3):434-435.
Bonnie J. Kaplan (1999). The Neurobiology of Attention-Deficit/Hyperactivity Disorder (ADHD) as a Model of the Neurobiology of Personality. Behavioral and Brain Sciences 22 (3):526-527.
Seija Sandberg (2005). The Biopsychosocial Context of ADHD. Behavioral and Brain Sciences 28 (3):441-442.
Aribert Rothenberger & Roumen Kirov (2005). Changes in Sleep-Wake Behavior May Be More Than Just an Epiphenomenon of ADHD. Behavioral and Brain Sciences 28 (3):439-439.
Michiel van Lambalgen, Claudia van Kruistum & Esther Parigger (2008). Discourse Processing in Attention-Deficit Hyperactivity Disorder (Adhd). Journal of Logic, Language and Information 17 (4):467-487.
Paul Cooper (2008). Like Alligators Bobbing for Poodles? A Critical Discussion of Education, Adhd and the Biopsychosocial Perspective. Journal of Philosophy of Education 42 (3-4):457-474.
Added to index2010-08-11
Total downloads36 ( #109,658 of 1,793,162 )
Recent downloads (6 months)5 ( #169,309 of 1,793,162 )
How can I increase my downloads?