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
Science as Social Knowledge: Values and Objectivity in Scientific Inquiry.Helen E. Longino - 1990 - Princeton University Press.
The Collapse of the Fact/Value Dichotomy and Other Essays.Hilary Putnam - 2002 - Harvard University Press.
Knowledge and Power: Toward a Political Philosophy of Science.Joseph Rouse - 1987 - Cornell University Press.
Uses of Value Judgments in Science: A General Argument, with Lessons From a Case Study of Feminist Research on Divorce.Elizabeth Anderson - 2004 - Hypatia 19 (1):1-24.
Citations of this work BETA
The Social Life of Scientific Theories: A Case Study From Behavioral Sciences. [REVIEW]Helen E. Longino - 2013 - Biological Theory 7 (4):390-400.
Embedding Values: How Science and Society Jointly Valence a Concept—the Case of ADHD.Susan Hawthorne - 2010 - Studies in History and Philosophy of Science Part C 41 (1):21-31.
Embedding Values: How Science and Society Jointly Valence a Concept—the Case of ADHD.Susan Hawthorne - 2010 - 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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