dual multiple relative commit

 
       dual-1  multiple-2  relative-3  commit-4

       Students' conceptions of learning are said to develop over time.  An influential study by Perry (1970) delineated progression through different stages of thinking about the nature of knowledge and evidence.  While this development takes on different forms in different subject disciplines, there are four (4) discernible stages which may or may not be made explicit in the design of the curriculum or by university teachers:

           —> dualism (there are right and wrong answers)

           —> multiplicity (we do not always know the answers, people are entitled to different views and any one opinion, including their own, is as good as another)

           —> relativism (conclusions rest on interpretations from objective evidence, but different conclusions can justifiably be drawn)

           —> commitment (a coherent individual perspective on a discipline is needed, based on personal commitment to the forms of interpretation that develop through this perspective).

         ( LSRC reference, Learning styles and pedagogy in post - 16 learning : A systematic and critical review, Frank Coffield, David Moseley, Elaine Hall, Kathryn Ecclestone, Section 7, page 93/93 )
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