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Culture is generally understood to be the values, beliefs and practices that we inherit and transform over time. At a deeper level it can be argued that values, beliefs and practices stem from cultural learning. Science has downplayed the influence of culture in its internalist self-understanding. In this chapter I argue that science is formed through cultural processes, which influence the selection...
The orthodox view in the teaching of science and mathematics at the university level is that during lecture courses, knowledge and information are transmitted (as if “piped”) from the heads' of the professors to those of the students. The latter then (fail to) apply what they supposedly “learned” during the lectures to world problems or “real-world contexts.” Even those who adopt a constructivist...
In a recent study of the epistemologies of practising research mathematicians and how these related to and affected their disciplinary practices, I identified differences between the culture of mathematics, those aspects of mathematics which are recognizably discipline-related (such as the particular attitudes towards beauty, rigour, succinctness, etc.) and the mathematical culture, the socio-political...
University teaching is going through a professionalization process as part of a change or reform of the teaching and learning culture. This process builds on the notion that it is no longer sufficient for a university employee to be an excellent researcher; she must also be an excellent teacher. The relation and interaction between research and teaching is of great importance, but it is documented...
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