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Toward a Militant Pedagogy in the Name of Love: On Psychiatrization of Indifference, Neurobehaviorism and the Diagnosis of ADHD—A Philosophical Intervention

Nilsson Sjöberg, Mattias LU (2018) In Studies in Philosophy and Education
Abstract (Swedish)
(Neuro)psychiatric diagnoses such as attention deficit hyperactivity disorder (ADHD) is a rapidly growing and globally increasing phenomenon, not least in different educational contexts such as in family and in school. Children and youths labelled as ADHD are challenging normative claims in terms of nurturing and education, whereas those labelled as ADHD are considered a (future) risk for society to handle. The dominant paradigm regarding ADHD is biomedical, where different levels of attention and activity-impulsivity are perceived as neurobiological dys/functions within the brain best managed by means of an individual diagnosis and instrumental pedagogy. The majority of those labelled as having ADHD encounter a dominant educational model... (More)
(Neuro)psychiatric diagnoses such as attention deficit hyperactivity disorder (ADHD) is a rapidly growing and globally increasing phenomenon, not least in different educational contexts such as in family and in school. Children and youths labelled as ADHD are challenging normative claims in terms of nurturing and education, whereas those labelled as ADHD are considered a (future) risk for society to handle. The dominant paradigm regarding ADHD is biomedical, where different levels of attention and activity-impulsivity are perceived as neurobiological dys/functions within the brain best managed by means of an individual diagnosis and instrumental pedagogy. The majority of those labelled as having ADHD encounter a dominant educational model in the form of what is referred to in this article as neurobehaviorism, which is based on onto-epistemological violence. As opposed to this act of violence against being—and against the psychiatrized subject—a less violent educational model is proposed, based on French philosopher Alain Badiou’s ontological examination of being and his concept of love as a truth procedure. In terms of the latter, the focus is on the potential of the encounter as a ‘Two scene of love’. Here, the encounter is a place where it is possible to create new truths and subjects, instead of taking the individual diagnosis as an axiom which only leads to individuals having fixed identities codified in a hierarchical order. This argument is drawn from the ‘mathematical’ formula 1 + 1 = ♥, which originates from an online forum for people who have come into contact with ADHD in one way or another. (Less)
Abstract
(Neuro)psychiatric diagnoses such as attention deficit hyperactivity disorder (ADHD) is a rapidly growing and globally increasing phenomenon, not least in different educational contexts such as in family and in school. Children and youths labelled as ADHD are challenging normative claims in terms of nurturing and education, whereas those labelled as ADHD are considered a (future) risk for society to handle. The dominant paradigm regarding ADHD is biomedical, where different levels of attention and activity-impulsivity are perceived as neurobiological dys/functions within the brain best managed by means of an individual diagnosis and instrumental pedagogy. The majority of those labelled as having ADHD encounter a dominant educational model... (More)
(Neuro)psychiatric diagnoses such as attention deficit hyperactivity disorder (ADHD) is a rapidly growing and globally increasing phenomenon, not least in different educational contexts such as in family and in school. Children and youths labelled as ADHD are challenging normative claims in terms of nurturing and education, whereas those labelled as ADHD are considered a (future) risk for society to handle. The dominant paradigm regarding ADHD is biomedical, where different levels of attention and activity-impulsivity are perceived as neurobiological dys/functions within the brain best managed by means of an individual diagnosis and instrumental pedagogy. The majority of those labelled as having ADHD encounter a dominant educational model in the form of what is referred to in this article as neurobehaviorism, which is based on onto-epistemological violence. As opposed to this act of violence against being—and against the psychiatrized subject—a less violent educational model is proposed, based on French philosopher Alain Badiou’s ontological examination of being and his concept of love as a truth procedure. In terms of the latter, the focus is on the potential of the encounter as a ‘Two scene of love’. Here, the encounter is a place where it is possible to create new truths and subjects, instead of taking the individual diagnosis as an axiom which only leads to individuals having fixed identities codified in a hierarchical order. This argument is drawn from the ‘mathematical’ formula 1 + 1 = ♥, which originates from an online forum for people who have come into contact with ADHD in one way or another. (Less)
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organization
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Contribution to journal
publication status
epub
subject
keywords
ADHD, Alain Badiou , behaviorism, education, philosophy, psychiatrization, ADHD, Alain Badiou, behaviorism, education, philosophy, psychiatrization
in
Studies in Philosophy and Education
pages
18 pages
publisher
Springer
external identifiers
  • scopus:85041100702
ISSN
0039-3746
DOI
language
English
LU publication?
yes
id
4de9827f-0077-4d17-8209-66ffbe4fa5c5
date added to LUP
2018-01-30 12:03:31
date last changed
2018-05-29 10:05:59
@article{4de9827f-0077-4d17-8209-66ffbe4fa5c5,
  abstract     = {(Neuro)psychiatric diagnoses such as attention deficit hyperactivity disorder (ADHD) is a rapidly growing and globally increasing phenomenon, not least in different educational contexts such as in family and in school. Children and youths labelled as ADHD are challenging normative claims in terms of nurturing and education, whereas those labelled as ADHD are considered a (future) risk for society to handle. The dominant paradigm regarding ADHD is biomedical, where different levels of attention and activity-impulsivity are perceived as neurobiological dys/functions within the brain best managed by means of an individual diagnosis and instrumental pedagogy. The majority of those labelled as having ADHD encounter a dominant educational model in the form of what is referred to in this article as neurobehaviorism, which is based on onto-epistemological violence. As opposed to this act of violence against being—and against the psychiatrized subject—a less violent educational model is proposed, based on French philosopher Alain Badiou’s ontological examination of being and his concept of love as a truth procedure. In terms of the latter, the focus is on the potential of the encounter as a ‘Two scene of love’. Here, the encounter is a place where it is possible to create new truths and subjects, instead of taking the individual diagnosis as an axiom which only leads to individuals having fixed identities codified in a hierarchical order. This argument is drawn from the ‘mathematical’ formula 1 + 1 = ♥, which originates from an online forum for people who have come into contact with ADHD in one way or another.},
  author       = {Nilsson Sjöberg, Mattias},
  issn         = {0039-3746},
  keyword      = {ADHD,Alain Badiou ,behaviorism,education,philosophy,psychiatrization,ADHD,Alain Badiou,behaviorism,education,philosophy,psychiatrization},
  language     = {eng},
  month        = {01},
  pages        = {18},
  publisher    = {Springer},
  series       = {Studies in Philosophy and Education},
  title        = {Toward a Militant Pedagogy in the Name of Love: On Psychiatrization of Indifference, Neurobehaviorism and the Diagnosis of ADHD—A Philosophical Intervention},
  url          = {http://dx.doi.org/},
  year         = {2018},
}