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ERIC Number: ED368628
Record Type: RIE
Publication Date: 1992-Nov-14
Pages: 14
Abstractor: N/A
Reference Count: N/A
Humans in the World: Introduction to the Educational Theory of Radical Perspectivism.
Makedon, Alexander
This paper argues for radical perspectivism in education and provides an introduction to the goals of perspectivist education, the teaching methods, and the curriculum along with addressing moral education and the underlying assumptions of the theory. Radical perspectivism stresses that to really understand something, it must be considered from a variety of human and non-human perspectives and out of the diversity of perspectives arises an understanding of the universe as a whole. The five goals of radical perspectivist education are: (1) understanding the world from human and non-human perspectives; (2) seeing self as an integral part of the world; (3) representing the world through us; (4) visualizing the world's universal possibilities; and (5) thinking of concrete steps to stop destroying the world's universal possibilities. The teaching methods proposed for students to learn about the world in perspectivist education began with the use of the conventional curriculum and an awareness of the assumptions contained within it. The next step was to use role playing to learn about perspectives. In the third step, the students analyzed the role playing with various activities and the fourth step had students rewrite the curriculum with instructor assistance. The fifth and final step concluded with the students beginning to think of ways to expand the universal possibilities of the world and self. Objections to perspectivist education addressed the problems of animism, human-like intentions, and inanimate world-parts intentions. The last issue focused on moral education from a radical perspectivism. (CK)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Radical Perspectivism
Note: Paper presented at the Annual Conference of the Midwest Philosophy of Education Society (Chicago, IL, November 14, 1992).