Each article was assigned to every dimension (own elaboration). In: Gerber R., Williams M., editors. The Theory of Social and Economic Organization. In the case of an indirect actor, the consideration is subject-specific (e.g., economic, social, environmental). We used this model to analyse the tasks of 28 articles from four journals focused on geography education from German-speaking countries, in which the authors used perspective-taking in their lesson concepts. For our example, we define two criteria: environmental use and environmental protection. Meier V., Budke A. Nine of the 28 articles did not fulfil a single criterion of the dimensions (Figure 1) of explicit competency promotion. In: Budke A., Kuckuck M., Meyer M., Schbitz F., Schlter K., Weiss G., editors. In: Portal C., editor. Thus, the relationship between these fields can only be deduced if both similarities and differences are found, which is a comparison. In: Chapelle C.A., editor. Furthermore, the students were not asked to determine the assertiveness of the actors in any of the analysed articles. Ein Beitrag zur Dimensionierung eines Kompetenzmodells im Bereich der Bioethik. The aim of the study was to gain initial insight into what support student teachers may Akteur IndividuumSubjekt. The environmentalist also works with local farmers to develop collaborative solutions for rainforest use (ethical principles and rationales). The rainforest is important, but global climate change, for example, is not as important as the daily food the family needs (interest and ethical principles). multiperspectivity is a way to reach "an integrative and less exclusive per-spective."5 Advocates of multiperspectivity also emphasize how divergent perspectives "have to be tested against evidence, and accounted for in judgments and conclusions."6 Consequently, multiperspectivity can be Ashby R., Lee P. Childrens concepts of empathy and understanding in history. Handbook of Moral Behavior and Development. However, perspective-taking as a competency in geography education has not yet been discussed. suspense, as a self-reflective way of foregrounding the process of narration, or as a method of endorsing a thematic aspect or a moral within the narrative by . Each perspective of an actor can be assigned to an actor scale (local, regional, national or global). In: Ldtke N., Matsuzaki H., editors. Accordingly, for example, the evaluation of an issue or conflict can change depending on the choice of the actors arguments, as well as the choice of criteria or their own ethical principles. This article aims to propose a competency model for perspective-taking, because different theoretical concepts have been discussed in previous research but no competency model for perspective-taking has been provided in geography education. Erkenntnisweg Biologiedidaktik. Therefore, respective analysis is important because it is the actors who are creating geography [70]. The actor scale thus describes, on the one hand, the scale on which actors view a conflict and, on the other hand, the scale on which actors can primarily act. This differentiation should therefore be explicitly stated as part of set tasks [50] (p. 6), because specific tasks can help students to better consider certain aspects [81] (p. 161). In the second section, we will explain our model of perspective-taking, followed by a description of the methodological approach. Referring to Ashby and Lee [25,26], Hartmann and Hasselhorn [27] (p. 264) define historical perspective-taking (HPT) as a competency which means knowing that certain historical agents or groups had particular perspectives on their world, and being able to see how that perspective would actually have affected actions in different situations. This means that the perspective is questioned regarding their affiliation to a certain social ecosystem (for example, concerning its interests, targets, ethical principles, assertiveness and relationships to other actors). The influence of multiperspectivity in history texts on students Beitrge zur Demokratiepdagogik. government site. The small farmer is an individual actor (actor type), and the environmentalist is a complex actor (actor type), because they are a representative of an international institution. In: Budke A., Kuckuck M., Meyer M., Schbitz F., Schlter K., Weiss G., editors. In all cases, students should identify that there are several perspectives on a conflict or on an issue. A point of view reflection was implemented (implicitly or explicitly) in 39% of the analysed articles, and self-reflection in 29% (see Figure 3). Multiperspectivity as a Process of Understanding and Reflection: Introduction to a Model for Perspective-Taking in Geography Education by Dina Vasiljuk * and Alexandra Budke Institute for Geography Education, University of Cologne, Gronewaldstrae 2, 50931 Cologne, Germany * Author to whom correspondence should be addressed. The construction of perspectives: Piagets alternative to spatial egocentrism. The deconstruction, on the other hand, benefits from a detailed analysis implemented at the forefront. How did and/or didnt your first impressions and assumptions change? [61] (p. 38, own translation). [(accessed on 12 April 2021)]; Blumenfeld P.C. Interpretation, according to Richard Drew, includes three elements: (1) purposeful, thoughtful efforts, (2) representations (an image or description of the event/issue being This is why it is also important to make a difference between factual judgements (Sachurteil) and value judgements (Werturteil) [51] (p. 28). However, the human being cannot overcome perspectivity, because their existence causes it. All 28 articles analysed were focused on perspective-taking, and had been published over the last 29 years in German-speaking countries. Hence, the environmentalist mostly ignores the needs of the small farmer in favour of the environment because they have other priorities in the issue. [44] (2000) identified different forms of relationality between inside and outside perspectives. [44] proposed the approach of differentiation between an inside and an outside perspective. The small farmer, on the other hand, wants to feed their family and earn some money from surplus crops (interest and targets). Philosophy of History - Stanford Encyclopedia of Philosophy With this in mind, students can understand that it is not possible to achieve an absolute evaluation that includes all existing or possible perspectives. We make sense of the past through historical interpretation. In this article, we present an analysis of 28 articles from four practice journals focused on geography education from German-speaking countries to study which competencies are promoted through perspective-taking. The term "multiperspectivity" was rarely used within the context of school-based history education before the 1990s, although Professor Bodo von Borries has observed that the concept was being discussed and actively promoted by some Therefore, we propose a competency model for perspective-taking in geography education in the following section. Conceptual change: Vermutungen, warum erworbenes Wissen nicht notwendig zur Vernderung des Urteilens und bewertens fhrt. The action of actors and the assertiveness of their interests often depend on the actor scale and actor type. As already shown, perspective-taking is assigned to evaluation competence in the educational standards for geography; however, evaluation is not the only dimension of perspective-taking, as other disciplines have pointed out. It is therefore even more important to analyse and understand the arguments of the actors in order to be able to participate in social discourse [71,72]. Additionally, role plays with multiperspectivity as a guiding concept were analysed in various exercises [39]. multiperspectivity, based on mutual respect and understanding of cultural diversity as an enriching factor in the regional context.-9-The Council of Europe has always supported the view that diversity and intercultural dialogue are of great importance in building mutual understanding In the field of geography education, Rhode-Jchtern [35] (pp. In our examples, students should understand that both perspectives are only excerpts of reality that are temporally and spatially determined. EJIHPE | Free Full-Text | Multiperspectivity as a Process of - MDPI D.V. Our competency model shows the different dimensions of perspective-taking that are used as a basis for the analysis of the articles and the tasks from the practice journals. The students were not asked in any task to define their own criteria to undertake the comparison. The dimensions of metareflection and acknowledgement of the competency model for perspective-taking were not explicitly included in any of the authors developed lesson concepts. [(accessed on 3 February 2021)]; Healey M.L., Grossman M. Cognitive and Affective Perspective-Taking: Evidence for Shared and Dissociable Anatomical Substrates. In addition, the assumption can be made that the dimensions could be interconnected and built on each other (Figure 2). Therefore, the assumption can be made that the perspectives are already apparent from the tasks or the materials and thus do not need to be explicitly listed. In this regard, students must be able to tolerate ambiguous situations in terms of tolerance of ambiguity [3] (p. 14) and deconstruct perspectives [8] (p. 273). The publications had to fulfil three criteria, which we will point out and explain. Mehrperspektivitt als Prinzip der Allgemeinen Didaktik. In this context, implicit perspective-taking means that the single dimensions of perspective-taking (acknowledgement, comparison, analysis, deconstruction, evaluation, metareflection) were not explicitly demanded in the tasks. The seventh phase followed the last coding process in which both qualitative and quantitative analyses were implemented. Uhlenwinkel A. Geographisches Wissen und geographische Argumentation. explain our model of perspective-taking, followed by a description of the methodological approach. In this way, ethical principles can also be discussed and reflected upon [79] (pp. According to Reinhardt [28], perspective-taking is an essential competency for dealing with conflicts and complex issues. Changing climate, water crises, ageing population or income inequality are examples of the contemporary, highly complex challenges facing todays society [1]. Multiperspectivity is the process, strategy, or predisposition of looking at a situation from different points of view (Stradling 2003). Edwards G. Geography, Culture, values and education. Additionally, students rarely needed to explain the rationales (N = 1), ethical principles (N = 2) or targets (N = 2) of the respective actors. Using such an approach enables students to become aware of the existing actors in the space. PerspektivenwechselKritisch denken und differenziert urteilen. 45) considers perspective-taking as a method to work outdepending on the topic and problemdifferences regarding the points of view, which is why perspective-taking is a way of asking to foster a certain recognition, judgement or action in geography education. Thus, they should be able to understand the other persons thoughts [5,23] and feelings [5,22]. Therefore, we analysed which competencies for perspective-taking were considered important for geography lessons by the authors of didactic geographic journals. In this approach, Bredella et al. Different points of view lead to different truths; therefore, the deconstruction of perspectives in the context of perspective-taking is also a necessary skill and, moreover, an educational standard in geography that is important for democratic participation in society [8] (p. 273). Multiperspectivity was analysed through the representation of actors, aspects of scale, dimensions and historiography. In this book, multiperspectivity refers to the examination of multiple perceptions of a particular subject, namely bullying behaviour. We now present the results for each dimension of perspective-taking competency and discuss them in more detail. Vom Standpunkt des Erkennens: Nietzsches Philosophie des Perspektivismus. However, without a well-founded analysis, perspectives cannot be probably deconstructed in the point of view reflection and self-reflection. Therefore, it is important to distinguish the judgements so that they are not mixed in the explanation. Finally, we will present the empirical results and discuss the potential of our model to help design perspective-taking tasks for geography lessons. We determined whether the respective competencies were promoted implicitly or explicitly (see Section 3). According to Piaget [13,14], children gradually learn to distance themselves from their own point of view and take on other viewpoints instead. Perspective-taking is not a new topic. Lee P., Ashby R. Empathy, Perspective taking, and rational understanding. Based on this model, we can define levels for each dimension in the next step to develop and to test a competency level model in order to finally design a development model if possible. It could also be possible that the authors do not consider an explicit task to be necessary or they do not want to overwhelm students. Qualitative Inhaltsanalyse: Methoden, Praxis, Computeruntersttzung. However, the perspectives of the actors were not analysed with different criteria, nor spatially defined or reflected, as would be relevant for the geographical context in order to understand the relevant issue or conflict. What competency dimensions of perspective-taking are enhanced by the tasks in lesson concepts? Content & Contextual Analysis of Sources in History | PDF | Historian Maude A. Furthermore, in educational standards in geography, perspective-taking is important for the evaluation of competence. Besides analysing the actors chosen for perspective-taking, it is also relevant in problem-oriented geography lessons to compare different perspectives with defined criteria so that students can identify similarities and differences between the perspectives [30] (p. 4). The competency of perspective-taking is not differentiated, and the complexity is not further explored. Furthermore, they should be able to reproduce the overall question (Should the rainforest be exclusively protected and not used for agriculture?). To understand Benidorm entirely, you must relate these fields to each other [61] (p. 37, own translation). In geography education, reflexion is therefore a competency to gain a critical distance to, e.g., ones own thinking, knowledge or skills through perspective-taking [11,12] (p. 25). Historical Interpretation and Multiperspectivity Historical - Scribd Klieme E., Hartig J., Rauch D. The Concept of competence in educational contexts. Notably, only one task asked specifically for analysis of the actors argument by using criteria: Analyse in partner work M2 or M3. ; Writingoriginal draft preparation, D.V. In addition, scientific misconceptions could also be taken into account in order to promote the pupils competency to evaluate [77] (p. 180). What does "multiple perspectives" mean? The aim is to analyse which sub-competencies are enhanced by the students in perspective-taking, which is described in more detail in the following sections. A metareflection may not be successfully developed without a factual and a value judgement, because both could be necessary to lead students to the finding that several perspectives can be valid and contrasting at the same time, and that these given perspectives are just a selection of theoretically endless possibilities. The students are able to consider this conclusion when answering an overall question. Figure 3 shows that in 71% of the articles analysed, evaluation of the issue or the conflict was required (implicitly or explicitly). Schweitzer F., Ziebertz H.G. Furthermore, none of the authors required a derivation regarding the assertiveness of the actors by analysing, for example, the actors scale, type or category. Thus, it can be assumed that these authors do not consider the metareflection as an essential part of perspective-taking. The aim of this model is to show the dimensions of perspective-taking and thus to also show the complexity of the competency. Nietzsche described perspectives as standpoints, and therefore as perceptions of reality so that humans can schematise, regulate and simplify the chaos of the world, because this is what humans practical needs require. Vasiljuk D., Budke A. Akteure im Rahmen des Perspektivenwechsels: Ergebnisse einer Analyse von geographiedidaktischen Unterrichtsmaterialien. Criterionenvironmental use: The small farmer uses the rainforest to feed their family and sometimes sells the surplus crops. The environmentalist considers the problem very ecologically, while the small farmer thinks of their basic needs, which must be covered so that they and their family can survive. Both perspectives want to protect the rainforest (similarity), but they have different direct dependencies on the rainforest. In: Meusburger P., Werlen B., Suarsana L., editors. The task does not have to be interpreted further by the students, because the action verb gives them a clear instruction. This does not mean that the perspective of the environmentalist is worse than that from of small farmer, but it is a (Eurocentric) perspective on the issue and thus one perspective among many possible perspectives. Affective perspective-taking is the ability to understand the feelings and emotions of another person [5,22]. ; Data curation, D.V. multiperspectivity and their competence in including multiperspectivity in lesson planning. Therefore, the point of view reflection is an important part of perspective-taking because students learn to consider other points of view, and also learn to question them. First criteria (title): At least one of the following terms had to be used in the title or subtitle of the article: perspective, perspectives, perspective-taking, multiperspectivity, multi-perspectivity, perspectivism, taking on perspective, understanding of others, intercultural understanding, interculturality, role taking, role play, role-playing game and taking the role of the other. Therefore, to understand and to evaluate an actors perspective, the analysis of actors is important, too [29]. The normative model is divided into six dimensions: acknowledgement, comparison, analysis, deconstruction, evaluation and metareflection (Figure 1). Handbook of Socialization Theory and Research. The results show that the authors largely do not consider the analysis of perspectives as an important part of perspective-taking. Third criteria (task): The lesson concepts had to include tasks because they gave detailed instructions for perspective-taking and could also provide information for the analysis of the didactic targets. Stber G. Multiperspektivitt im Geographie-Schulbuch. It is also noticeable that the students were rarely asked to compare perspectives systematically when undertaking a comparison, for example, by working with criteria. Vortrge aus dem Graduiertenkolleg Didaktik des Fremdverstehens". Therefore, criteria are an important component of perspective-taking for students to compare the arguments of actors systematically and subsequently make a well-founded evaluation. Can they help humans build mental models of how LLMs process different inputs? Haversath J.-B., Hof S. Wie gehts weiter in Grlitz? J. Investig. Finally, we will present the empirical results and discuss the . Although perspective-taking is an important competency that supports students in avoiding a monocausal consideration and instead making a differentiated evaluation, empirical research in the field of geography education has so far hardly dealt with perspective-taking. In the following section, we present and discuss the results of applying the model to the 28 selected articles. The perspectives consider the uses of the rainforest to be partially different. Multiperspectivity as a Process of Understanding and Reection: Introduction to a Model for Perspective-Taking in Geography Education Dina Vasiljuk * and Alexandra Budke . Perspective-taking is a complex process of understanding; therefore, developing it as a competency can support students in developing their social cognition as well as their critical thinking. However, analysis is essential for the process of understanding because without such an analysis, students may not be able to make a well-founded evaluation or reflection because the similarities or differences between perspectives will not be apparent to them. The understanding of social interaction and social realities is also a fundamental part of todays geography [24], which is why students should be able to apply this ability in geography lessons as well. Die Entwicklung des Sozialen Verstehens. Assessment of Competencies in Educational Contexts. Furthermore, comparison is also a skill that students use in their everyday life by creating categories and then making decisions [62] (p. 115). Perspective-taking is not considered as a single competence. Thus, it can be assumed that the authors consider undertaking a comparison as an everyday competency that does not require explicit tasks to be set. Therefore, this assignment does not meet the requirements of perspective-taking. Wie ist Fremdverstehen Lehr-und Lernbar? | University Libraries, George Mason University. Through the factual judgement, the students have to decide which arguments and criteria they want to use when forming their judgement. This analysis focused on the dimensions of the perspective-taking competencies that were required by respective tasks within the lesson concepts. FINAL ACTIVITY OLSS.docx - 1. Explain the process of In: Lickona T., editor. Therefore, this article aims to answer the following research questions: First, we will present the theoretical background. The present Guide took as its inspiration the discussions at the Regional training seminars on "The beginnings of World War II in South East Europe" (Bled, Slovenia, October 2001) and "The challenges facing history teachers in the 21st Century in a regional context" (Budapest, November 2001). The second deconstruction is self-reflection: a critical reflection of ones own perspective. Articles by authors who used the term perspective as a future prospect and did not deal with different points of view were not included in the analysis. However, no competency model for perspective-taking has been provided in geography education to date, which is why a respective model was developed in this study. Therefore, the students should be able to analyse the arguments of the different actors, e.g., regarding the perspectives interests, targets, ethical principles and respective rationales [27,29] to be able to answer the overall question. In the educational standards in geography, perspective-taking is considered as an important component of evaluation: students should consider a conflict or an issue from different points of view and stereotypical thinking should be prevented [4]. ; Validation. Overall, in only 32% of the analysed articles, the comparison of perspectives was explicitly required through the tasks (see Figure 3). Edelstein and Keller [15,16] argued that the process should be divided into perspective differentiation and perspective coordination. Geographical education, in particular, contributes to an understanding of values, ways of life and other cultures [33]. There is nothing mysterious about it. Explicitly, students were only asked to undertake an evaluation in 29% of the analysed articles, as in this example: [] in part two, make a reasoned comment regarding project ASA [73] (p. 36, own translation). Thus, it would be important to use the action verbs judge, assess and comment on in a differentiated way, so that the type of evaluation is obvious for students. For example, Selman [41], following Kohlbergs step model for moral awareness [42,43], developed a model for social perspective-taking. History and its representation 1.1 Actors, structures, and causes in history 1.2 Selectivity and scale in history 1.3 Memory, history, and narrative 2. What does "multiple perspectives" mean? - George Mason University In addition, actors can be divided into two types of actors, which describe the type of viewing. Therefore, when identifying the dimensions of perspective-taking (see Figure 1), we only considered tasks that were directly related to perspective-taking. We added role play and role-playing game to the search because, according to Silbereisen [54] (p. 64), this is a method that can help develop the understanding of social perspectives. Eine mehrperspektivische und systemorientierte Raumanalyse. and northern Europe in the 1970s and early '80s and has. Being able to identify and evaluate such points of view greatly enhances our own decision-making processes [7] (p. 1).

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