Thomas Kjeller Johansen presents a new account of Aristotle's major work on psychology, the De Anima.

Plato's dialogue the Timaeus-Critias presents two connected accounts, that of the story of Atlantis and its defeat by ancient Athens and that of the creation of the cosmos by a divine craftsman. This book offers a unified reading of the dialogue. It tackles a wide range of interpretative and philosophical issues. Topics discussed include the function of the famous Atlantis story, the notion of cosmology as 'myth' and as 'likely', and the role of God in Platonic cosmology. Other areas commented (...) upon are Plato's concepts of 'necessity' and 'teleology', the nature of the 'receptacle', the relationship between the soul and the body, the use of perception in cosmology, and the work's peculiar monologue form. The unifying theme is teleology: Plato's attempt to show the cosmos to be organised for the good. A central lesson which emerges is that the Timaeus is closer to Aristotle's physics than previously thought. (shrink)

Aristotle thinks that an account, alogos, of some sort is characteristic of craft,technē. Some scholars think that thelogoselement oftechnēis tagged onto experience as a theoretical element not directly engaged in successful production: I argue instead that thelogosgrounds the productive ability of craft, and also that is practically orientated in a way that distinguishes it from thelogosof theoretical science. Understanding thelogosof craft thus helps us explain how the craftsman differs both from the merely experienced practitioner and from the theoretical scientist.

This article examines a social accounting cycle in a Danish savings bank with specific focus on how employees interacted with the cycle. The case study is based on archival material and observations of employee engagement sessions that were a significant part of the cycle. The article exposes the ways in which the cycle can be understood as an initiative that prompts different forms of accountability. The cycle had the potential to bring different forms of accountability together, but the cycle also (...) faced challenges that threatened its relevance from an employee perspective. These challenges might have implications for the way we perceive social accounting and the role of employees. (shrink)

Mathematicians’ use of external representations, such as symbols and diagrams, constitutes an important focal point in current philosophical attempts to understand mathematical practice. In this paper, we add to this understanding by presenting and analyzing how research mathematicians use and interact with external representations. The empirical basis of the article consists of a qualitative interview study we conducted with active research mathematicians. In our analysis of the empirical material, we primarily used the empirically based frameworks provided by distributed cognition and (...) cognitive semantics as well as the broader theory of cognitive integration as an analytical lens. We conclude that research mathematicians engage in generative feedback loops with material representations, that they use representations to facilitate the use of experiences of handling the physical world as a resource in mathematical work, and that their use of representations is socially sanctioned and enabled. These results verify the validity of the cognitive frameworks used as the basis for our analysis, but also show the need for augmentation and revision. Especially, we conclude that the social and cultural context cannot be excluded from cognitive analysis of mathematicians’ use of external representations. Rather, representations are socially sanctioned and enabled in an enculturation process. (shrink)

The jurists of classical Islamic Law defined the interior forum as a limit to the religious validity of the sentences of Muslim judges , because these have neither access to God's knowledge nor to the individual believer’s conscience and motivations. They can base their decisions solely on exterior appearances and can, therefore, neither be sure that their judgments correspond to the facts nor to the intentions and memories of the individuals concerned. This holds especially true for questions of belief and (...) unbelief. From the eighth to the nineteenth century, the norms of Islamic law were the result of learned debates among independent jurists and their schools of law. In the nineteenth and twentieth centuries, it was integrated into the codes enacted by the competent institutions of the national states and lost its normative authority in most spheres of the modern state law. It remained dominant only in personal statute law, i.e. the rules concerning marriage and divorce, family and succession. From the early seventies of the twentieth century, opposition against the neglect of religious norms in modern state law was centered on the demand for the “codification of Islamic law” . Its leaders were jurists trained in modern law faculties, who wanted to insert the norms of classical Islamic Law into the codes of the national state with which they are familiar. The ethical debates of classical Islamic law, obviously, did not lend themselves easily to such an approach.The jurists movement for the codification of Islamic law gained in momentum during the eighties when, in a number of states, it succeeded in assuring for the classical apostasy rules a place in the modern criminal codes. In other states, such as Egypt, the highest courts opened the way for apostasy trials. The analysis of one apostasy judgment of the highest Egyptian court shows that the court understands belief and apostasy as objective facts that can be separated from the person who professes or denies them. It is on this question that my lecture focuses. The court effectively claims the role of the highest instance in questions of belief and unbelief. Belief and apostasy thus become depersonalized objective facts without any relation to the intentions of the individuals concerned. The court’s sentence does not refer to the believer’s own interior forum : the concept seems to be irrelevant to the judges. Their definition of apostasy serves to control the ideas that can legitimately be discussed in the public sphere. It denies bold reinterpretations of Islam, but also a number of political persuasions and theories, the right of access to the public space and assigns them the private sphere as their legitimate abode. A new concept of private and public is thus developed in the detailed reasoning by which the court justifies its judgment.There is, to my understanding, nothing in the religion of Islam that renders such a stance necessary. Other courts, in Egypt, develop other ideas of the principles of Islamic normativity and in other Arab states go so far as to develop a concept of privacy that would forbid the debates discussed in this lecture. It seems important to underline that the use of classical elements in the court’s judgment does not conceal the fact that the ethical criteria of classical Muslim law find little place in this jurisdiction that represents a special version of modern legal positivism. (shrink)

This article investigates how to understand interpersonal forgiveness from a Christian perspective through content analysis of research-based literature on forgiveness. The analysis is supported by theory of power approach, and the science of diaconia is used as a lens to describe a Christian perspective. The focus is on how forgiveness can be used and misused when encountering people with traumatic experiences of violation manifested by sexual misconduct in church context. The aim is to discuss an understanding of forgiveness that conveys (...) freedom and redresses for the offended, but also for the offender. The content analysis led to the following thematic categories: (1) forgiveness of fellow humans related to God’s forgiving of human, (2) the role and function of forgiveness in the personal life of human, and (3) forgiveness as an issue between people. Here, an important aspect is the necessity of exploring the three perspectives in dialogue with each other, to decrease the risk of misusing forgiveness by not addressing the issue of responsibility. Forgiveness must be conceptualized within the preconditions for God’s forgiving of humans by considering how the violation has influenced the violated’s self-understanding (the inner relational dimension) and the contextual status of the violator’s position of power (the outer dimension). This provides a basis from which to consider whether forgiveness will contribute to an uplifting and liberating outcome or is misused by avoiding clarification of the party responsible for the violation. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Globalizing Music Education. A Framework by Alexandra Kertz-WelzelGeir JohansenAlexandra Kertz-Welzel, Globalizing Music Education. A Framework (Bloomington: Indiana University Press, 2018)A recurring challenge for the scholarship of music education is that, in a time of information overflow, we still miss significant knowledge about each other’s work, disseminated across national and cultural borders. However, as such challenges are situated within larger, more general frames of cultural as well as political (...) forces and powers, we need systematic approaches to handling them, based on international and global perspectives.Alexandra Kertz-Welzel’s book Globalizing Music Education constitutes an excellent ground for such work. Her purpose is to provide a conceptual framework, entailing “a theoretical structure of categories and conceptual elements that can facilitate becoming a united and diverse global music education community”1 which is “culturally sensitive.”2 She constructs the framework by introducing its conceptual elements along with unfolding the argument within each chapter. For some readers, it might have been easier to achieve the framework structure if described explicitly, for example in a model. For others, it may be exciting to explore it gradually together with the author as she develops her narrative.Kertz-Welzel intends the book to be a guide “for people’s own scholarly journeys, as well as for the profession.”3 As her point of departure, she takes a [End Page 97] comprehensive perspective, drawing the readers’ attention to how “[g]lobalization and internationalization have shaped our lives in ways that we do not notice anymore.”4 Pointing to a variety of non-musical as well as musical examples and relating her overview to social anthropologist Thomas Hylland Eriksen’s5 eight dimensions of globalization, she demonstrates her comprehensive knowledge of relevant information within other fields along with the ability to utilize it in order to enrich her analyses. This attention to other fields represents a recurring trait within the book, significantly increasing its quality.Modestly and realistically, she states that the book “can only be a first attempt to start a professional discourse about the impact globalization and internationalization have on music education worldwide....”6 Here, one might be confused about whether ‘discourse’ points to ‘discussion’ or discourse theory,7 but the latter perspective is brought in more clearly as she moves along. Secondly, the attention towards ‘impact,’ occurring several times throughout the book, raises a question about the balance between a focus on coping with the consequences of globalization and emphasizing our agency in these matters. Bringing in the latter by statements such as “[w]e are actors, not victims”8 and increasing this balance when discussing policy in Chapter Three, Kertz-Welzel’s argument still reveals a potential for further discussion. Moreover, addressing the challenges of globalization, we need to “help [students] develop different kinds of musicianship connected to their personal music identities,”9 she holds. Again, a potential for further discussion emerges, this time about the weight on the personal and individual over the collective. This issue might be an interesting one to discuss further within a globalized music education community.What is globalizing music education about, then? A condensed version of Kertz-Welzel’s argument might include addressing the challenges we face today by uniting our efforts and using the multi-faceted strengths we have, across the globe, in order to arrive at a united yet diverse and culturally sensitive global music education community.The main body of the book contains three chapters. In Chapter One, Kertz-Welzel distinguishes between internationalization and globalization by connecting ‘international’ with relations between nations and national organizations, while globalization rests within a notion of a worldwide community, representing a new unity based on global visions and interests, constantly transformed and in search of its identity. “This notion of globalizing can concern areas such as music education,”10 she suggests. The chapter addresses the impact globalization and internationalization have on education, music, and language, making those concepts constitute cornerstones of the suggested framework.Addressing education, Kertz-Welzel holds that globalization and internationalization have changed education from being a clearly national endeavor [End Page 98] rooted in distinctive, national values and traditions to becoming a cultural project of the world society... (shrink)

ABSTRACT In this article we use theory and empirical evidence to synthesize a model for the analysis of autonomy in people with addictions. We review research on motivation and denial as accepted addiction constructs that need to be replaced with non-stigmatizing and autonomy-supportive language when seeking to ?treat? addicts. We present three main factors involved in relational autonomy in addiction (mentalizing, positive self-concept, and stigma), and illustrate our model by examining variations on these parameters in two case studies of heroin (...) addicts. We conclude that a growth perspective is needed to assess functioning in populations believed to be ?addicted? and make suggestions for assessment. (shrink)

Nature & the seasons -- Outdoor pursuits -- The spirit of self-sufficiency -- The joy of fika -- The Nordic kitchen -- Healthy hedonism -- Design & home -- Kinship, conviviality & openness -- How to hygge-at a glance.

This article provides an analysis of participation within the framework of language socialization with a focus on the child’s position as overhearer. The study suggests that a particular position as creative imitator is to be included within models of participation in order to account for the particular transition position in which the child transforms his position from overhearer to speaker. Through an empirical study it is demonstrated how an overhearing child embeds his contributions within the local social and interactional order (...) through repetitions of other participants’ contributions. It is argued that these repetitions are social acts by which the child displays involvement in family conversations by orienting to their perspectives. The child can be seen to learn through others and not only from others. (shrink)

BackgroundThe association between language and mental health may be connected to several aspects of language. Based on the known associations, emotional vocabulary could be an important contribution to mental health and act as a risk, protective or resilience factor for mental health in general. As a preliminary test of this hypothesis, an assessment of emotional vocabulary was constructed and used among youths in school age. Cross-sectional associations and prediction models with parent-reported youth mental health as outcome were examined for emotional (...) vocabulary as well as general vocabulary, non-verbal problem solving and social communication, controlled for age, gender and subsamples.ResultsEmotional vocabulary, general vocabulary and non-verbal problem solving were directly associated with each other and similarly associated with age and gender. However, they were not significantly associated with social communication skills or mental health in the expected direction. Only social communication skills showed significant negative associations with behavioral mental health problems, suggesting these skills to be potential resources related to mental health.ImplicationFuture research should investigate whether behavioral problems may be prevented or improved by developing better social communication skills among community school-age youths. However, our results suggest that merely expanding emotional vocabulary is not likely to produce such effects unless this is integrated with improving social communication. (shrink)

This article takes stock of the regularity theory of causation. It considers three challenges to the theory: the problem of joint effects, the problems of redundant causation, and omission‐involving causation. The former is often cited as a special, and especially challenging, problem for regularity theories. But the force of this problem has been greatly overstated. The threat to regularity theories instead comes from the latter two.

Causation is extrinsic. What an event causes depends not just on its own nature and the laws, but on the environment in which it occurs. Had an event occurred under different conditions, it may have had different effects. Yet we often want to say that causation, in at least some respect, is not extrinsic. Events exert an influence on the world themselves, independently of what other events do or do not occur in their surroundings. This paper develops an account of (...) such influence and argues that it provides a solution to the causal exclusion problem. By locating that solution largely within the metaphysics of causation, we can solve the exclusion problem without taking on a commitment to a theory of mind. (shrink)

In his opening speech, Timaeus (Timaeus27d5-29b1) argues that the cosmos must be the product of a craftsman looking to an eternal paradigm. Yet his premises seem at best to justify only that the world could have been made by such a craftsman. This paper seeks to clarify Timaeus’ justification for his stronger conclusion. It is argued that Timaeus sees a necessary role for craftsmanship as a cause that makes becoming like being.

This work investigates how ancient philosophers understood productive knowledge or technê and used it to explain ethics, rhetoric, politics and cosmology. In eleven chapters leading scholars set out the ancient debates about technê from the Presocratic and Hippocratic writers, through Plato and Aristotle and the Hellenistic age, ending in the Neoplatonism of Plotinus and Proclus. Amongst the many themes that come into focus are: the model status of ancient medicine in defining the political art, the similarities between the Platonic and (...) Aristotelian conceptions of technê, the use of technê as a paradigm for virtue and practical rationality, technê´s determining role in Platonic conceptions of cosmology, technê´s relationship to experience and theoretical knowledge, virtue as an 'art of living', the adaptability of the criteria of technê to suit different skills, including philosophy itself, the use in productive knowledge of models, deliberation, conjecture and imagination. (shrink)

Trust has a great potential for furthering our understanding of organizational change and learning. This potential however remains largely untapped. It is argued that two reasons as for why this potential remains unrealized are: (i) A narrow conceptualization of change as implementation and (ii) an emphasis on direct and aggregated effects of individual trust to the exclusion of other effects. It is further suggested that our understanding of the effects of trust on organizational change, should benefit from including effects of (...) trust on the formulation stage. It should also benefit from exploring the structuring effects of trust in organizations. Throughout this chapter, ways to extend current research on trust in organizations are suggested. The chapter also provides examples of relevant contributions where available. In order to capture organizational effects of trust, it is suggested that trust should be studied over longer time intervals, and include several referents of trust, spanning both horizontal and vertical relationships in the organization. (shrink)

Dispositional accounts of various phenomena have claimed that dispositions can be intrinsically masked. In cases of intrinsic masking, something has a disposition while also having an intrinsic property that would prevent that disposition from manifesting in the face of its stimulus. This paper develops a theory of disposition ascriptions capable of recognizing such dispositions. The theory is modeled on the view that dispositions are powers. I propose that having a disposition is a matter of exerting a corresponding kind of influence. (...) Unlike powers theories, however, the account largely falls silent on questions of fundamental metaphysics. It does not build dispositions into fundamental ontology, posit necessary connections between properties, or otherwise appeal to sui generis modality. (shrink)

Translated by Henrik Rosenmeier, _A History of Ancient Philosophy_ charts the origins and development of ancient philosophical thought. For easy reference, the book is divided chronologically into six main parts. The sections are further divided into philosophers and philosophical movements: *Pre-Socratic Philosophy, including mythology, the Pythagoreans and Parmenides *The Great Century of Athens, including the Sophists and Socrates *Plato, including The Republic, The Symposium and The Timaeus *Aristotle, including The Physics, The Metaphysics and The Poetics *Hellenistic Philosophy, including the Sceptics, (...) the Stoics, the Epicureans and Cicero *Late Antiquity, including Neoplatonism, Origen and St Augustine. This comprehensive and meticulously documented book is structured to make ancient philosophical thought and ancient thinkers accessible. It contains: *full references to primary sources *detailed interpretations of key philosophical passages, including surveys of previous philosophical readings *an overview of the development of ancient philosophical thought *discussions of the relationships between philosophers and their ideas *analyses of key philosophical concepts and ideologies including ontology, epistemology, logic, semantics, moral and political philosophy, theology and aesthetics *explanations of Greek philosophical terminology. (shrink)

This book discusses key philosophical concepts and ideologies, including ontology, epistemology, logic, semantics, moral and political philosophy, theology and aesthetics during classical antiquity. Karsten Friis Johansen charts the history of ancient philosophy from the mythological oral tradition, Homer and early tragedy, to the giants of Plato and Aristotle through to paganism and the genesis of Christianity. A History of Ancient Philosophy also presents detailed analysis of individual ancient philosophers and interpretations and commentary on key philosophical passages.

This book offers an important study of Aristotle's theory of the sense-organs. It aims to answer two questions central to Aristotle's psychology and biology: why does Aristotle think we have sense-organs, and why does he describe the sense-organs in the way he does? The author looks at all the Aristotelian evidence for the five senses and shows how pervasively Aristotle's accounts of the sense-organs are motivated by his interest in form and function. The book also engages with the celebrated problem (...) of whether perception for Aristotle requires material changes in the perceiver. It argues that, surprisingly to the modern philosopher, nothing in Aristotle's description of the sense-organs requires us to believe in such changes. (shrink)

This article analyses and discusses dilemmas, ambivalences and problematic issues related to research ethics. This is done firstly by making a distinction between procedural research ethics and particularistic research ethics. Such a distinction reflects a theoretical construction and generalization. In practice, there can be a very close correlation between the two types. In the following, the distinction will therefore be used as a starting point for the presentation of a pragmatic-dualist research ethics. The approach is dualist because it draws on (...) the presence of two independent, contrasting understandings, which are essentially different yet equal aspects of good research ethics; it is pragmatic because this dualism is structural and institutional by nature, and designed with an eye to what can realistically and expediently be done in practice. Thus the intention of the article is to both analyze and discuss two different understandings of research ethics and simultaneously qualify a research ethics that draws on both of these understandings. Furthermore, the intention is to visualize a different understanding of research ethics which others can address and elaborate on or qualify. Even at this point, this research ethic can be included in a catalogue of understandings of ethical research practice an can be exploited in ethical research practice. (shrink)

Dans De Caelo III.2 Aristote affirme, en guise de critique, que la description platonicienne des traces dans la chôra implique nécessairement l’existence préalable d’un cosmos avant le cosmos. Dans cet article je me penche sur le passage visé par Aristote (Timée 52d2‑53b5), afin de montrer comment celui‑ci peut être défendu contre l’objection d’Aristote. J’argumente que les traces sont des formes géométriques qui assurent les matériaux au démiurge. Dans ce sens, elles peuvent être considerées comme constitutives potentiellement des quatre corps, et (...) rien de plus. (shrink)

A teleological explanation is an explanation in terms of an end or a purpose. So saying that ‘X came about for the sake of Y’ is a teleological account of X. It is a striking feature of ancient Greek philosophy that many thinkers accepted that the world should be explained in this way. However, before Aristotle, teleological explanations of the cosmos were generally based on the idea that it had been created by a divine intelligence. If an intelligent power made (...) the world, then it makes sense that it did so with a purpose in mind, so grasping this purpose will help us understand the world. This is the pattern of teleological explanation that we find in the Presocratics and in Plato. However, with Aristotle teleology underwent a change: instead of thinking that the ends were explanatory because a mind had sought to bring them about, Aristotle took the ends to operate in natural beings independently of the efforts of any creative intelligence. Indeed, he thought that his predecessors had failed to understand what was distinctive of nature, namely, that its ends work from the inside of natural beings themselves. (shrink)

Når man går i gang med et forskningsprojekt, vil der typisk være nogle forskningsetiske problemstillinger, man skal forholde sig til. Det kan fx være, at man skal have indhentet informeret samtykkeerklæringer fra de deltagere, der skal være med, eller man skal have indhentet forskningsetiske tilladelser og godkendelser fra uafhængige instanser. Det er altså overvejelser, som typisk dukker op ved begyndelsen af et forskningsprojekt. Der kan efterfølgende være en risiko for, at man forsømmer refleksioner over emergerende etiske problemstillinger, og at forskningsetik (...) således reduceres til, at man som forsker har underskrevet og overholdt nogle prædefinerede retningslinjer for god forskningspraksis. Sådanne retningslinjer er naturligvis særdeles vigtige. Men det er pointen i denne artikel, at de ikke kan stå alene. Forskningsetiske dilemmaer er et epistemologisk vilkår gennem hele forskningsprocessen, og de må således overvejes og genovervejes, forhandles og genforhandles gennem hele forskningsprocessen. Den form for forskningsetik, der følger bestemte på forhånd fastlagte retningslinjer, som typisk er formuleret i standardiserede, kontekstuafhængige principper for god etisk adfærd, benævnes i artiklen procedural forskningsetik, mens en forskningsetik, der foretager en konkret og kontekstafhængig vurdering af de specifikke etiske problemstillinger og dilemmaer, som de viser sig i praksis gennem hele forskningsprocessen, benævnes kasuistisk forskningsetik. Distinktionen mellem disse to typer forskningsetik er udtryk for en teoretisk konstruktion, og de skal ikke betragtes som modsatrettede alternativer, men derimod som supplerende sider ved god forskningsetisk praksis. I artiklen diskuteres forholdet mellem dem for ad den vej at fremhæve enhver forskers pågående og kontinuerlige ansvar gennem hele forskningsprocessen. Nøgleord: forskningsetik, procedural, kasuistisk, Leibniz English summary: Dic cur hic – a casuistic research ethic When embarking on a research project, researchers must customarily confront some ethical issues. To begin with, they may need informed consent from the participants, or research ethics permission and approval from an independent Research Ethics Committee. However, there is more involved than these legal requirements alone, for just complying with some pre-defined guidelines for good research practice is by no means enough. In fact, a number of ethical issues demanding thorough reflection may emerge during the research project. Far from being neglected, such questions deserve careful attention. Research ethical dilemmas are an epistemological condition throughout the whole research process, and must therefore be constantly considered and reviewed, negotiated and renegotiated. This article purports to categorize the ethical issues likely to arise during the course of an investigation into two main types, namely procedural and casuistic. The kind of research ethics following certain pre-established guidelines, which are typically expressed in standardized, context-independent principles of good ethical behavior, will be labeled as procedural research ethics, while the type of research ethics ensuing from the analysis and contextual assessment of the specific dilemmas arising in practice in the particular situation studied, will be named casuistic research ethics. A distinction between these two types of research ethics reflects a theoretical construct. Both types should not be regarded as opposing alternatives, but as complementary aspects of good ethical research practices. This article discusses the relationship between the two types in order to highlight the researcher’s ongoing and continuous responsibility throughout the research process. (shrink)

B.Saunders and J. van Brakel (eds.), Theories, Technologies, Instrumentalities of Colour, University Press of America 2002, 169-188.

Unitarianism was the norm amongst ancient interpreters of Plato. One strategy they used to maintain the unity of his thinking was to argue that different works were saying the same things but in different modes. So, for example, the Republic was saying ethically what the Timaeus was saying in the manner of natural philosophy. In this paper, I want to offer an interpretation of the Cave image in Republic 7 which lends support to this division of labour, and so indirectly, (...) at least, to a unitarian understanding of Plato’s thinking across these two works. (shrink)

Understanding of principles forms the basis of mastering Greek Philosophy. This article focuses on the idea of Principled Knowledge. Plato, too, seems to hold that grasping a body of knowledge requires a grasp of its principles. One example is the Republic where Socrates explains the image of the line. He has divided the line into two sections, the intelligible and the perceptible. The Timaeus, like the Republic, emphasizes the need for us to grasp the proper principle of our disciplines of (...) study. The major principles enlisted in the Timaeus are as follows: Being is that which is graspable by intelligence with an account ; becoming is that which is graspable by opinion with unreasoning perception. Everything that comes into being has a cause. When a craftsman uses an eternal model, his product is necessarily fine ; if he uses a generated one, the product is not fine. The article further elaborates upon the standards of the cosmological argument and the most proper principle of coming into being which Socrates argues is the prelude. (shrink)

This paper investigates the notion of semiotic scaffolding in relation to mathematics by considering its influence on mathematical activities, and on the evolution of mathematics as a research field. We will do this by analyzing the role different representational forms play in mathematical cognition, and more broadly on mathematical activities. In the main part of the paper, we will present and analyze three different cases. For the first case, we investigate the semiotic scaffolding involved in pencil and paper multiplication. For (...) the second case, we investigate how the development of new representational forms influenced the development of the theory of exponentiation. For the third case, we analyze the connection between the development of commutative diagrams and the development of both algebraic topology and category theory. Our main conclusions are that semiotic scaffolding indeed plays a role in both mathematical cognition and in the development of mathematics itself, but mathematical cognition cannot itself be reduced to the use of semiotic scaffolding. (shrink)

This paper presents and discusses empirical results from a survey about the research practice of Danish chemistry students, with a main focus on the question of anomalous data. It seeks to investigate how such data is handled by students, with special attention to so-called ‘questionable research practices’ where anomalous data are simply deleted or discarded. This question of QRPs is of particular importance as the educational practices students experience may influence how they act in their future professional careers, for instance (...) in research. The ethical evaluation of QRPs however is not univocal. In parts of the literature QRPs are seen as unquestionably bad, while in other parts of the literature certain QRPs are seen as a necessary aspect of scientific practice. Results from the survey of Danish chemistry students shows that many students engage in certain types of questionable practices, and that a large minority of the students have been actively encouraged by their teachers to engage in such practices. The paper discusses to what extent and under what circumstances such instructional practices can be defended and suggests how the instructional practice connected to the handling of anomalous data can be improved. (shrink)