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more important to organize exercises with the clinical method in the classrooms than teaching theory about stages and so on. Knowing that good theories are best practice, including the teaching rule concerning the clinical method. Very interesting, thanks for this. 1. Is there any published evidence, whether auf deutsch or in any other language? 2. Piaget in 1947 re-named his method from "clinical' to 'critical method' (see also Vinh?Bang and Inhelder). I referred to this change in my 1993 book, and set out its fuller rationale in my 2002 book chapter 5. The name-change has substantive implications whose deep point has been given scant attention. Smith, L. (1993). Necessary knowledge: Piagetian perspectives on constructivism. Hove, UK: Lawrence Erlbaum Associates Smith, L. (2002). Reasoning by mathematical induction in children’s arithmetic. Oxford: Pergamon Press. 3. The pedagogical dilemma that most teachers have to confront in the classroom is between competing norms [i] teach so that children produce "right" answers?in the time available time, where "right" refers to answers in a culturally-fixed curriculum [ii] teach so that children understand the right reasons for their answers, whether these answers are true or false, but where the reasons enable learners to "get ahead".