How to Write a Proof

Patterns of Justification in Strategic Documents for Educational Reform

Bibliographic Data

ID21665943
AuthorsJitka Wirthová (0000-0003-2152-9803, Charles University, corresponding author)
Year2020
Volume41
Issue2
Pages307-335
Publication date2020-02-24
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueTeorie vědy / Theory of Science (JOURNAL)
Journal identifiersISSN: 1210-0250 • E-ISSN: 1804-6347
PublisherInstitute of Philosophy of the Czech Academy of Sciences (PUBLISHER)
DOI10.46938/tv.2019.488
OpenAlexW3043195254
LanguageEN
Citations received1
References cited10

Writing strategic documents is a major practice of many actors striving to see their educational ideas realised in the curriculum. In these documents, arguments are systematically developed to create the legitimacy of a new educational goal and competence to make claims about it. Through a qualitative analysis of the writing strategies used in these texts, I show how two of the main actors in the Czech educational discourse have developed a proof that a new educational goal is needed. I draw on the connection of the relational approach in the sociology of education with Lyotard’s analytical semantics of instances in the event. The comparison of the writing strategies in the two documents reveals differences in the formation of a particular pattern of justification. In one case the texts function as a herald of pure reality, and in the other case as a messenger of other witnesses. This reveals different regimens of proof, although both of them were written as prescriptive directives – normative models of the educational world

Curriculum · Czech · Epistemology · Legitimacy · Linguistics · Mathematics education · Normative · Pedagogy · Political science · Politics · Sociology · Computer Science · Educational Philosophies and Pedagogies · Law · Postmodernism in Literature and Education · Pragmatism in Philosophy and Education · Psychology · Social Psychology

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