ABSTRACT
Parents might perhaps be impressed by the ideas their children can handle, and other teachers might note how some concepts overlap with areas in their own subjects, or some styles of questioning seem to be common to various subjects. A sociology teacher, in a reflexive moment, might wonder whether the teacher had written questions with a sociologist's special awareness of the social meaning of what he has done, or just 'written some questions'. Differing viewpoints emerge about what the question does or implies, or is an example of, or is connected with, and so on. Worksheets, texts, teachers' talk inside and outside lessons, children's talk and writing are all subjected to comment, which may either endorse taken-for-granted, natural perspectives, or seek for other less visible meanings. A religious education teacher, in a quiet moment, might wonder whether the teacher has spoken about the religious and moral life in terms that sufficiently respect it.
