ArticleFrontiers in psychology2017
The Four Causes of ADHD: Aristotle in the Classroom.
Article in Frontiers in psychology, 2017. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
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Who cites it
6 citing papers in PubMed.
- Perspectives of French adolescents with ADHD and child and adolescent psychiatrists regarding methylphenidate use.Scientific reports · 2023Article
- Article
- Ambivalent bonds, positive and negative emotions, and expectations in teachers' perceptions of relationship with their students with ADHD.International journal of qualitative studies on health and well-being · 2022Article
- Lost in explanation: internal conflicts in the discourse of ADHD psychoeducation.BMC psychiatry · 2022Article
- The (Un)real Existence of ADHD-Criteria, Functions, and Forms of the Diagnostic Entity.Frontiers in sociology · 2022Article
- Psychology as a Science of Subject and Comportment, beyond the Mind and Behavior.Integrative psychological & behavioral science · 2018Review
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Authors and funding
1 author.
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Abstract
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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