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The effects of teachers' normative values and emotive reactions on teaching in higher education have received relatively little research attention. The focus is often on descriptive beliefs such as conceptions of teaching and their interrelations with practice. In this study, which is illustrated by a heuristic model, a belief system approach is used in which normative values and emotions are also taken into account. Through a series of naturalistic interviews focusing on normative values, a dichotomy of normative perspectives is proposed: moralistic versus non-moralistic views on teaching. Suggestions for future research and a discussion of possible implications for academic development are also presented.

In this article it is argued that students can gain a better understanding of both inter-and intra-disciplinary boundaries by inquiring into a single salient point where two disciplines may only partially intersect. Building on Marton's variation theory and Vygotsky's notion of articulation, a teaching model is presented and exemplified by disciplinary intersections regarding narration and narrativity in Literature and History. This is done specifically by investigating the theoretical implications of Shoshana Felman's notion of ''key narratives'' using William Faulkner's novel Absalom, Absalom!. The ''key narrative'' concept is adapted for the specific purpose of analyzing the practice of narratives in the disciplines Literature and History, respectively. It is suggested that Faulkner's novel seen as such a narrative explores pertinent questions concerning disciplinary boundaries for graduate and post-graduate students with a developed disciplinary identity in either of these disciplines.

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