Instructors are sources of expertise in making such judgments. Knowledge is seen as constructed and related to time, circumstance, standards within a discipline, culture, perspective. Multiple perspectives are valued, but there is a clear ability and responsibility to make determinations between thoughtful perspectives and those that do not meet thoughtful criteria. The self is seen as dynamic and changing, though it has a clear core stability. Personal and cultural constructions of the self are experienced and articulated.
Students can adapt to differences and often seek to expand intercultural competencies and knowledge.
They can understand the implications of theory or data analysis for use in practice. Learning in and out of class is seen as valuable. Larger uses of liberal education come to mind. There is often an awareness of the responsibility to use knowledge well. The encounter phase when an incident or situation requires that identity differences be considered.