Abstract
Writing a strategic document is major practice of many actors who strive to push their educational claim into binding curriculum. In these documents arguments are systematically developed to create legitimacy and competence to claim a new educational goal.
Through a qualitative analysis of writing strategies used in these documents I will show how two main actors in the Czech educational discourse have developed the proof that a new educational goal is needed. In this analysis, I draw on Lyotard's analytical semantics of instances of the phrase universe (the addressee, the referent, the sense, and the addressor) which are embodied and constructed in the documents as actor's competence, "author" of knowledge used, relevance of the claim, and the audience.
The analysis shows that both actors declare that they provide an expert, objective and disinterested evidence to be used as a proof of their values. However, the ways both actors use in their documents show different meaning of proof while the both wish to be objective.