6 found
Susan Hawthorne [5]Susan C. C. Hawthorne [1]
  1.  41
    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.
    Many successful sciences both serve and shape human ends. Conversely, the societies in which these sciences are practiced support the research and provide interpretive context. These mutual influences may result in a positive feedback loop that reinforces constitutive and contextual values, embedding them in scientific concepts: the ADHD concept is a case in point. In an ongoing process, social considerations fuel investigational choices and contexts for evaluating data. Scientific study forwards the feedback loop through the influence of investigative trends, by (...)
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  2.  30
    Susan C. C. Hawthorne (2010). Institutionalized Intolerance of ADHD: Sources and Consequences. Hypatia 25 (3):504 - 526.
    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 (...)
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  3.  2
    Susan Hawthorne (2007). ADHD Drugs: Values That Drive the Debates and Decisions. [REVIEW] Medicine, Health Care and Philosophy 10 (2):129-140.
    Use of medication for treatment of ADHD (or its historical precursors) has been debated for more than forty years. Reasons for the ongoing differences of opinion are analyzed by exploring some of the arguments for and against considering ADHD a mental disorder. Relative to two important DSM criteria — that a mental disorder causes some sort of harm to the individual and that a mental disorder is the manifestation of a dysfunction in the individual — ADHD’s classification as a mental (...)
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  4.  5
    Susan Hawthorne (2002). Wild Politics: Feminism, Globalisation, Bio/Diversity. Spinifex.
    The personal and the political, the local and the global—divergent perspectives are synthesized in this visionary examination of globalization and how it affects individual lives. Personal stories of urban and rural living reveal the many varieties of experience and how Western culture has created both immense wealth and poverty. Discussions of primary production, neoclassical economics, and international trade agreements accompany writing about nature and how rural life is deeply connected to land.
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  5.  29
    Susan Hawthorne (2012). How Terrorism is Wrong: Morality and Political Violence. By Virginia Held. Hypatia 27 (1):219-222.
  6.  21
    Ramona Ilea & Susan Hawthorne (2011). Beyond Service Learning. Teaching Philosophy 34 (3):219-240.
    In this essay, we describe a form of civic engagement for ethics classes in which students identify a community problem and devise a project to address that need. Like traditional service learning, our civic engagement project improves critical thinking and expressive philosophical skills. It is especially effective in meeting pedagogical goals of engaging and expanding student agency and independence while connecting class materials with individual students’ interests. The project can be adapted to a variety of ethics classes and institutional settings. (...)
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