Embedding values: how science and society jointly valence a concept—the case of ADHD

Hawthorne, Susan

doi:10.1016/j.shpsc.2009.12.005

Cited by 13 publications

(13 citation statements)

References 34 publications

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“…These behaviors, typically inattention, hyperactivity or impulsivity, become conspicuous and end up by defining a syndrome and the child itself, but in themselves are not problematic or pathological (“symptoms”), nor do they exhaust what the child is. Such behaviors attract attention and become problematic in terms of norms and values (Hawthorne, 2010; Brinkmann, 2016). But they are not symptoms of any disease, such as a seizure in epilepsy, trembling hands in Parkinson’s or the loss of memory in Alzheimer’s.…”

Section: Metascience Of Adhd: Aristotle’s Four Causesmentioning

confidence: 99%

“…Semiotic mediation harmonizes the needs, interests and values that make up the ADHD complex. According to Hawthorne (2010, 2014), the solution is reinforced by a positive feedback loop.…”

Section: Metascience Of Adhd: Aristotle’s Four Causesmentioning

confidence: 99%

“…“Overall, then, the social/scientific feedback loop is self-reinforcing as long as science achieves results that society can take up and support. By this ongoing mutual influence, facts and values are jointly defined and reinforced” (Hawthorne, 2010, p. 28).…”

Section: Metascience Of Adhd: Aristotle’s Four Causesmentioning

confidence: 99%

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The Four Causes of ADHD: Aristotle in the Classroom

Pérez‐Álvarez

2017

Front. Psychol.

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Attention-Deficit/Hyperactivity Disorder (ADHD) is one of the most well-established and at the same time controversial disorders to the extreme of being placed in doubt. In the first of two parts, the established position is critically reviewed, beginning with showing fallacious reasoning on which the diagnosis is based, lacking clinical proof. Similarly, a certain rhetoric and metaphysics in genetic and neurobiological research is highlighted, where, for example, a meager accumulation of data is offered as robust conclusions, and correlates and correlations as causes and bases. However, that may be, the controversy is silenced in a dialog of the deaf between “defenders” and “critics.” with no way out in sight in empirical and scientific terms. A new meta-scientific position is necessary to analyze the science of ADHD itself and its social uses. In this respect, the second part introduces Aristotle’s four causes, material, formal, efficient, final, as an instrument of enquiry. According to this analysis, ADHD is not the pretended clinical entity as presented, but a practical entity providing a variety of functions. The implications would be rather different from the usual.

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Section: Metascience Of Adhd: Aristotle’s Four Causesmentioning

confidence: 99%

“…Semiotic mediation harmonizes the needs, interests and values that make up the ADHD complex. According to Hawthorne (2010, 2014), the solution is reinforced by a positive feedback loop.…”

Section: Metascience Of Adhd: Aristotle’s Four Causesmentioning

confidence: 99%

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The Four Causes of ADHD: Aristotle in the Classroom

Pérez‐Álvarez

2017

Front. Psychol.

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“…The persuasive effort involves establishing, first, that the problem being dealt with is serious, and, second, that the authors have detected a useful means of dealing with it. In a clear example of the first step, a drugcompany sponsored digital monograph quotes psychopharmacologist Joseph Biederman as 3 Epistemic values and other scientific practices do contribute to the end results, in ways I have discussed elsewhere (Hawthorne, 2010a).…”

Section: Values In Sciencementioning

confidence: 99%

Communication throughout Investigation: A Pragmatist Framework for Conducting Clinical Science

Hawthorne¹

2013

Iowa State University Summer Symposium on Science Communication

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Clinical science is not just data, it's persuasion. Siloed professional roles and conceptual habits that dichotomize facts from values keep us from recognizing this. Examples from bariatric surgery and attentiondeficit/hyperactivity disorder (ADHD) research show that these habits have pernicious effects, such as stigmatization. A Pragmatist framework for clinical science denies the dichotomies and supports robust and democratic communication of and about research at all stages.

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“…The entrenchment of values and classification design heavily challenges the view that as long as physicians and researchers do not draw on their subjective values, the diagnostic process could be seen as objective and hence non-normative (cf., e.g. Hofmann (2001); Huber (2009a); Gannett (2010); Hawthorne (2010) for analyses of the valueladenness of non-subjective classification systems and diagnostic technologies). Importantly, inter-rater reliability and value-ladenness ('inherent normativity') do not exclude each other (cf.…”

Section: Normativity In and Normativity Of Medical Classification Sysmentioning

confidence: 99%

In Quest of ‘Good’ Medical Classification Systems

Kutschenko

2011

Medicine Studies

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Medical classification systems aim to provide a manageable taxonomy for sorting diagnoses into their proper classes. The question, this paper wants to critically examine, is how to correctly systematise diseases within classification systems that are applied in a variety of different settings. ICD and DSM, the two major classification systems in medicine and psychiatry, will be the main subjects of this paper; however, the arguments are not restricted to these classification systems but point out general methodological and epistemological challenges of classifying diseases for differing purposes. Deciding what qualifies as a disease to be included into a classification system as well as choosing a specific validator for correctly systematising diseases is complicated because the broad applicability of medical classification systems simultaneously appears as aim and challenge. Drawing upon the case study of classifying Alzheimer's disease, this paper will address three dilemmas in designing 'good' medical classification systems. They are due to general epistemological problems of medicine, such as the relationship between individual manifestations of diseases and the necessity of building groups in order to scientifically elucidate causes of diseases. Moreover, they involve pragmatic issues of designing usable classifications that allow for easily discriminating between classes of diseases, restricting, however, the completeness of disease representations. This paper wants to trace how the choice of certain validators is unavoidably value-laden and deeply intertwined with epistemological assumptions of how different uses relate to each other, resulting either in a prioritisation of (constrained) coherence or of (vague) pluralistic connectibility.

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Embedding values: how science and society jointly valence a concept—the case of ADHD

Cited by 13 publications

References 34 publications

The Four Causes of ADHD: Aristotle in the Classroom

The Four Causes of ADHD: Aristotle in the Classroom

Communication throughout Investigation: A Pragmatist Framework for Conducting Clinical Science

In Quest of ‘Good’ Medical Classification Systems

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