In recent years, Denmark has witnessed issues related to the mental health and well-being of children and adolescents, marked by rising psychiatric diagnoses, school absenteeism, and increasing segregation in educational settings. This development has intensified the demand for Educational Psychology (EP) practice services but also started a public and professional debate about the role and effectiveness of EP practice. Critics argue that EP practice is too detached from pedagogical realities, focusing excessively on documenting individual difficulties rather than supporting educational practices. Thus, educational psychologists are requested to make a turn towards practice. Through a situated psychological lens, this article explores the desired practice turn of EP practice: what kind of practice is presented in the current educational and political discussion and what is the role of educational psychology and educational psychology practice in this raised critique of a ‘practice-distant’ EP practice? Through a situated psychological lens, the article argues that understanding the field of EP practice, including the role of educational psychologists in contemporary educational practices, requires acknowledging its historical and contextual situatedness inside the practice of institutionalized education. In addition, the article argues for a fundamental theoretical and normative discussion about the type of practices educational psychologists should support.

The aim of this article is to contribute to understandings of teacher professionalism that address how teachers work with the dynamic interplay of everyday life as part of creating participatory possibilities for children and young people in concrete teaching situations. In doing so, the article contributes to the development of a ‘situated psychology’ with concepts that can strengthen the understanding of teacher professionalism as subjectively exploratory and collaborative. This is partly due to theoretical and political problems with dominant understandings of teacher professionalism, which fail to take account of the social complexity of everyday life in schools and are criticised for decontextualising and instrumentalising teacher professionalism, and partly to the authors’ concern with the unequal conditions of children’s participation in school learning communities. Recent research on ‘situated inequality’ points to a connection between children’s unequal possibilities to participate and manage in school and teachers’ professional conditions for working with children’s conditions to participate in school. Drawing on practice theory, a subject-scientific concept of ‘conduct of everyday life’, and Donald Schön’s theory of professionalism in practice, the article provides stepping stones for understanding teachers’ professionalism as situated in the everyday social life of the school, where teachers and pupils collaborate on differences and common tasks. The purpose is to strengthen the understanding of and conditions for teachers’ professionalism in working with children and young people’s conditions for participation in learning communities of school.

This article will attempt to present a framework for understanding situated psychology as involving a dynamic relationship between the subjective, intersubjective, and the objective. Explorations of this relationship within psychology have often highlighted one side at the expense of the others. Here it will be argued, theoretically, that the three sides constitute a dynamic and equal relation working as a background for any psychologically relevant situation, and it is only against this background it makes sense to highlight one of the sides. The argument will proceed in three steps. First, I will argue why this notion of triangulation is relevant and furthermore present some reservations on how to understand the triangulation when connected to the situated character of psychology. Indicating that triangulation has a situated character will be argued for using Michael Tomasello's description of children's cognitive development. The point is that there are rudiments very early on indicating psychological situations involving degrees of subjective, intersubjective, and objective elements which are part of human general pscyholog. This will, in the final step, pave the way for a theoretical sketch, with the help of the American philosopher Donald Davidson, of how the three elements are all at play when we try to understand the psychologically relevant in a given situation.

This article seeks to formulate a situated approach to mental disorder that overcomes some of the problems of contemporary diagnostic psychiatry. A framework is needed that aims to integrate neuroscientific knowledge about the brain and other aspects of the person with knowledge about the environment. Inspired by the work of researchers such as Thomas Fuchs, Jerome Wakefield, and Dorte Gannik, I articulate four basic principles for a theory of psychopathology as situated, which hopefully point in this direction. These principles state that a theory of psychopathology as situated is relational; that it needs a concept of ecosocial niches; that it has an externalist component; and that it sees the brain as a social organ. The article begins by providing a brief overview of some of the criticism that has recently been leveled at the expanding diagnostic psychiatry from neuroscientific and contextual approaches, and the whole point of integrating these in a situated approach to mental disorder is to find theoretical room for factors related to the brain, mind, and body of the person as well as for the adversities that people are exposed to in their lives.

The literature on cooperation acknowledges different forms of cooperation and their corresponding forms of reciprocity. This paper goes further and shows that most of these different forms are indeed distinct types; hence, the terms “cooperation” and “reciprocity” are portmanteau. This paper proposes a taxonomy of ten types: i) quid pro quo; ii) intertemporal allocation; iii) altruism; iv) formal obligations (justice); v) informal obligations (repayment of favors); vi) gifts; vii) allegiance; viii) hegemony; ix) grants; and x) philanthropy. Nonetheless, “beneficence”, defined as the promotion of the good, is common to all ten types. The promotion of the good entails actions that are free from i) opportunism and deception; ii) self-aggrandizement; and iii) malevolence (envy, schadenfreude, etc.). One payoff of the proposed ten-type taxonomy of cooperation/reciprocity is the delineation of five disciplines: anthropology, economics, political science, sociology, and psychology. Each discipline is suitable for the study of one or two types of cooperation/reciprocity. This raises a question: how does each discipline conceive of the other types appropriate for adjacent disciplines? This paper finds that each discipline effectively sculptures the other types after its own preconceived mode of conception (toolkit)—amounting to “interdisciplinary social science imperialism.” The proposed ten-type taxonomy promises a transdisciplinary platform that is impartial, i.e., able to help researchers avoid interdisciplinary imperialism. This payoff shows the possibility of unifying the social sciences without interdisciplinary imperialism, i.e., reducing all types of cooperation/reciprocity to one’s favored preconceived toolkit.

In this paper, I present a crude, provisional theory of moral condemnation based on a discursive analysis of an interaction between two prominent political figures – on the social media platform X (formerly known as Twitter) – in the aftermath of the Iranian missile strike on Israel on 1 October 2024. Based on the analysis, I argue that moral condemnations may serve as a tool for regulating action, and I provide a game-based analogy which may help encapsule two central aspects of moral condemnation: the construction of moral responsibility and a relationship of guilt (setting the board); and the (attempt to) regulate action (playing the game). Finally, I propose that we may also use moral condemnations as a substitute for action – especially in instances where the actor is either unable or unwilling to intervene. By morally condemning we may create a socially and/or personally legitimate excuse for inaction through a displacement of the responsibility to act – thus, ultimately allowing oneself to not do anything by not doing nothing.

This article explores the contentious role of grading and ungrading in democratic dialogic education within conventional higher education. It critiques summative assessment for undermining genuine education by prioritizing compliance over inquiry, fostering distrust, and penalizing mistakes vital for educational growth. While institutionally mandated grading persists, the author introduces flexible pedagogical regimes accommodating diverse learner needs, including options for ungrading. These approaches prioritize student autonomy, emphasizing self-education rather than educational paternalism and credentialism. Challenges include cultural resistance, institutional constraints, and "school toxification." Despite obstacles, the author advocates for transformative practices that honor students' rights to self-education and preserve the integrity of democratic pedagogy.

This paper analyzes Carlos Saura’s film Tango through the theoretical lens of the Tie-Up Theory to explore how fictional narratives can serve as laboratories for investigating the embodied social cognition of romantic relationships. The study shows how dance, particularly tango, functions both as subject matter and cognitive metaphor in representing the complex dynamics of couple formation and maintenance. The film’s meta-representational structure, combining the creation of a dance performance with the exploration of actual relationships, reveals how cultural forms serve as cognitive scaffolds for understanding complex social dynamics. The study contributes to our understanding of how artistic representation can reveal typically implicit aspects of relationship cognition by demonstrating the value of integrating multidisciplinary perspectives of cognitive theory, psychology of mating, and cultural theory.