| Abstract: | A two-dimensional model, made for identification of scenarios of future developments of education in general and teacher education in particular, is critically scrutinised in the article. The concepts of 'dimension' that belongs to mathematics of space, and 'opposite' that belongs to logic are elaborated on in relation to how notions of dimensionality and of opposite are dealt with in the model. It is claimed that the model does not deal with dimensions at all and that there are no opposites between the end points of the two 'dimensions' in the model. The model is yet useful from other points of view, namely as a heuristic model for evoking thoughts on the tensions, dynamisms, tendencies and counter tendencies in present education policies. Models in social science are not true or false but rather useful or less useful in all their imperfection for illustrating social phenomena and for inspiring new paths of thought. |
