I argue that post-modern perspectivism and the individualistic or collectivistic logic which nurtures its scope can be transcended through construction of hyperperspectivistic prisms based on alogic of interrelation animated by the interdisciplinarian spirit prevailing in the field of modern science.
It is true that perspectivism does not favour the construction of broader prisms under which the antinomies created by two different or opposed prisms would be ressolved or would preserve a creative tension favouring meaningfull acts to grow.
Buckbone of such endeavours for transcending perspectivism and to be led to an hyperperspectivism, are, as said, the categories of interdisciplinarity and interrelation, correspondingly.
Perspectival conflict may be experienced by individuals who are in conflict with themselves, as when they are evaluating their values, form a new identity, experience personality conflict, or do not know which course of action, or underlying value to adopt.
It is at that level of reflective perspectivism that ethics, or the study of right and wrong, resembles art: Just as an artist may choose to remake a work of art, so are we capable of studying our perspectives to reaffirm, remake, or altogether reject our ethical beliefs.
Education as understanding-things-foreign began, as I mentioned, with the founding of universities in the Middle Ages, in the modern sense of “university” as an institution devoted to the unfettered expansion of a diversity of intellectual horizons and understandings.
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