The early inclusive pedagogic systems were falling into disfavour.
The growing range of speculation and empirical data generated by the burgeoning social sciences, philosophy, and history, have provided a rich ore from which those responsible for teacher preparation mined the materials they needed for the construction and legitimation of their pedagogic systems and principles.
So while the general themes of interpersonal language systems (of speakers taking roles to exchange commodities in sequences) are discernible in the pedagogic relations system, its organisation and details of the are unique to itself.
Some in-patient projects exist, which provide e.g. accommodation and a pedagogic support system for long-term heavy drug users.
These types of reasoning have been deployed throughout the descriptions of pedagogic register systems here, but there is not the space to present this argumentation for each system.
The options for sources and sourcing are the most complex amongst pedagogic register systems.
The description of pedagogic register systems in this paper springs from SF research into the structuring of classroom discourse, including Christie (2002), Christie and Martin (1997), Martin (2006a), Rose (2004, 2007), Martin & Rose 2017a, 2017b) and Zappavigna & Martin (2018).
What is emerging here are two simultaneous systems for the structuring of pedagogic relations, a system of acts and a system of interacts, whose features may be co-selected in various combinations.
In particular, this paper builds on work presented in Rose 2014, extending and clarifying that analysis of pedagogic discourse as systems of register.
The system of pedagogic modalities is the most complex system described to date for pedagogic register.
