ABSTRACT
This chapter discusses the typical course of development of students' patterns of thought. It focuses on the difficulties on such conflation in crucial matters as evaluation of the moral development of women. The course of cognitive and ethical development outlined in the scheme appears to be a constant phenomenon of a pluralistic culture. The chapter describes the logic or "structure" of each of the successive reinterpretations of the world and identify the challenges that precipitated. Vertical decalage manifests itself in the "lifting" of a pattern of meaning from a concrete experience and using it as an analogue for meaning at a level of greater abstraction. The attempts to gear strategies of teaching to students' modes of learning raise the issue of the mutability or immutability of cognitive and learning styles. The personalism that people called Multiplicity Coordinate serves many purposes besides that of a hoped-for freedom from the tyranny of Authority.
