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A mature recognition that any answer to a complex question typically involves a point of view; hence any answer is one of many plausible accounts. P.95

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"Understanding something in one way does not preclude understanding it in other ways. Understanding in any one particular way is only 'right' or 'wrong' from the particular perspective in terms of which it is pursued" P.96

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In learning about the Spanish Civil War,  students discuss the importance of the Spanish painter, Pablo Picasso, painting Guernica and how the work might have been very different had it been painted by a Basque artist. Students explore how different identities shape our understanding of artistic works.

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From whose point of view?
From which vantage point?
What is assumed or tacit that needs to be made explicit and considered?
What is justified or waranted?
Is there adequate evidence?
Is it reasonable?
What are the strengths and weaknesses of the idea?
Is it plausible?
What are its limits?
So what?

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Weighing different plausible explanations and interpretations.
Confronting alternative theories.
Realizing that every author is writing from a viewpoint (even teachers and textbooks!)
Seeing things from a dispassionate and disinterested perspective.

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Instruction should include explicit opportunities for students to confront alternative theories and diverse points of view regarding the big ideas... which show experts offering different perspectives on the same idea. P.97

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Crtical and insightful points of view. You need to understand other people's point of view and opinions. Need to understand something from more than you own view. Broad point of view. In debate, you can assign which side kids take, so it forces them to research others' points of view.