How to Write a Proof: Patterns of Justification in Strategic Documents for Educational Reform

Jitka Wirthová


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.


proof; justification; strategic document; Lyotard; relational sociology of education

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TEORIE VĚDY / THEORY OF SCIENCE – journal for interdisciplinary studies of science is published twice a year by the Institute of Philosophy of the Czech Academy of Sciences (Centre for Science, Technology, and Society Studies). ISSN 1210-0250 (Print) ISSN 1804-6347 (Online) MK ČR E 18677 web: /// email: