Brief summaries of their ideas will be presented, along with implications for classroom instruction. The three descriptions below summarize many of the differences in student thinking described by Perry. Knowledge is seen as existing absolutely. These students will present judgments and evaluations as if they were self-evident, without the need for substantiation. However, they are unable to evaluate each perspective adequately.
Argumentation ends, or is avoided, with the multiplistic attitude.
Frequently, by seeing alternative perspectives, they have difficulty making a decision. Authorities are seen as people who can and should be questioned. For example, in class sessions dualistic students tend to respond negatively and question the credibility of a professor who fails to respond immediately with a firm answer. They are perplexed when arguments elicit a variety of valid interpretations. If told that a number of responses to an assignment might be appropriate and correct, they are disturbed by the idea of multiple answers.