We rely on other people’s ideas because they often know more than we do about many aspects of the world. A negative consequence of shared beliefs occurs when people focus too much on information that originates from people who hold the same opinions. A group is particularly vulnerable to groupthink when its members have similar backgrounds, the group is insulated from outside opinions, and there are no clear rules for decision making. Shared beliefs can nonetheless contribute to group cohesion, coordination of ideas, and shared mental models. The flipside of shared beliefs are unshared beliefs that can cause conflicts. Advice for resolving conflicts includes engaging in persuasive listening, acknowledging common ground, and discussing reasons for a lack of progress. Considering alternative perspectives also broadens views. High levels of task discourse enable team members to resolve ambiguities, refine their ideas, and discuss the potential innovation of those ideas. Training should therefore emphasize a diversity of perspectives, the open exchanges of ideas, the reduction of biases, and an increased motivation for accuracy.

One method for teaching creativity is to encourage students to adopt broader perspectives. Taking different perspectives provides access to a wide range of knowledge, including social categories, stereotypes, interactions, roles, and events. Prospective thinking has also proven effective by asking students to judge how probable it would be for various future events to happen to them. Examples of creative methods (cartoon captions, gestures, incongruent contexts, novel uses of parts) and types of thinking (prospective, perspective) can serve as guidelines for instructional interventions when developing curricula for improving creativity. For example, an undergraduate creative thinking course at a large Midwestern university focused on strategies to help students develop different perspectives, identify unique opportunities, generate multiple ideas to solve problems, and evaluate those ideas. One of the themes that emerged from six international studies was the role of the teacher in managing discomfort from the uncertainty of open-ended tasks.

This volume offers perspectives on examples of key ingredients in Plato’s writing: particularly of argument, allegory, images, and myth, of intertextuality, and of paradox, but also his characterization of speakers he portrays in dialogue, now through narration, now direct dramatic presentation, and his assumed readerships. All the essays included were prompted by perception of something problematic: either in a passage within a dialogue itself, or in the way scholarship had tackled or failed to tackle a topic. First come three approaching the corpus as a whole, three different vantage points. The next group of three focus on arguments and disputants within the overall argumentative structure of three very different dialogues: Gorgias, Cratylus, and Parmenides. A third group contains two studies of celebrated imaginative fictions – the Noble Lie and the Cave – that perform key but unstraightforward roles in the philosophical strategy of the Republic. The final six chapters discuss the Laws. They explore further literary and philosophical dimensions of Plato’s writing in the last and longest of his dialogues, nowadays yielding up more philosophical rewards than was once the case.

Building upon issues identified in the preceding chapter, Chapter 2 delves into tensions stemming from divergent political ideologies, economic objectives and legal methods that come into play in the interpretation and implementation of international investment agreements. Tensions between different actors and their perspectives on these issues are also considered. The aim is to provide reflection on different issues that occupy the current debate on international investment regulation and challenges encountered when addressing them.

Pictures are two-dimensional depictive representations. They include static pictures and animations. The latter are defined as pictorial displays that change their structure or other features over time and trigger perception of a continuous change. Static and animated pictures can display static as well as dynamic content. Both can have an envisioning, explanatory, orientation, organizing, and argumentative function. Picture comprehension entails sub-semantic perceptual processing, semantic perceptual processing, and conceptual processing. Sub-semantic perceptual processing is primarily pre-attentive and data-driven. It results in viewer-cantered and object-cantered visual representations. Semantic perceptual processing is attentive and data- as well as knowledge-driven. It results in object or event recognition. Conceptual processing is attentive and primarily knowledge-driven. It creates complex propositional structures and mental models in working memory. Picture comprehension is based on analog structure mapping under the guidance of perceptual and conceptual representations.

Susanne Staschen-Dielmann’s history episode is designed to offer learners deep understanding and command of a specific historical genre. Criteria-centred evaluation is one of the most challenging text types to master in history. It requires the ability to analyse and evaluate historical events from different perspectives in a nuanced way through a set of criteria. A series of tasks leads to students creating instructional videos for other students. In those videos, students explore aspects of society in the German Empire guided by the research question: ‘After unifying the German Reich with “blood and iron” in 1871, did Bismarck manage to unify German society as a nation?’ After sharing their findings on different social and political factions and analysing similarities and differences according to social, political, economic and ideological positions, learners collaboratively assess the degree of national unity or disunity in Germany under Bismarck, following the principles of criteria-centred evaluation.

A single perspective cannot explain the entirety of serial murder. In psychology, we promote a biopsychosocial model of understanding any behavior or mental process. The author provides a summary of various perspectives, starting with behavioral neuroscience (i.e., biopsychology). She summarizes direct evidence from case studies showing neural issues in serial murderers, implied evidence of brain dysfunction of serial murders, and evidence of no neural issues in serial murderers. She then discusses the biological correlates of violence in general. The case of MSK Joseph DeAngelo highlights crime solved through forensic genetic genealogy.

This chapter summarized the theoretical and empirical relationships between wisdom and morality. Wise individuals are able to think carefully and rationally about moral dilemmas, recognizing their own intuitive impulses but not necessarily following them in making decisions. As they think about complex moral dilemmas, they aim to balance the different perspectives, interests, and needs optimally. Their value orientations are focused on a greater good that does not just include members of their own family or group but humanity and the world at large. Because they are good at thinking about moral issues and at dealing with the emotional and social aspects of complex situations, they are likely to also act ethically in difficult situations. Many of the great wisdom exemplars in history stood up for a just cause and accomplished major societal changes by peaceful means. We believe that the ethical aspect of wisdom is particularly important in a time where the world needs good decisions that do not focus on the needs of any particular nation or group. If we want to overcome serious world problems, such as climate change, global pandemics, and rising inequality, we need ethical and wise leaders.

This chapter focuses on role enrichment strategies designed to enhance life balance. Role enrichment strategies involve the use of skills, experiences, and resources strategies (proven successful in meeting demand in one role) to meet role demand in another role and thus increase satisfaction in that life domain.

In many domains of linguistics, theoretical differences have led to entrenchment and a certain degree of fragmentation. Morphology seems to be different. Theoretical positions differ substantially, but the differences never get in the way of informing oneself about the reasons for adhering to a different framework, making use of it. In this volume, the following frameworks are discussed: a-morphous morphology (Anderson 1992), word and paradigm morphology (Blevins 2016), paradigm function morphology (Stump 2001, 2016), onomasiological approaches (Dokulil 1962, Štekauer 1998), construction morphology (Booij 2010), lexical semantic framework (Lieber 2004, 2016), and neo-constructionist approaches (Hale & Keyser 2002) such as distributed morphology (Embick 2015). This volume thus contains a wealth of theoretical approaches, methodologies, and descriptive issues: a fitting tribute to a linguist who made it his hallmark to serve the linguistic community with a broad range of textbooks, monographs, and research articles.