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 p…
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