Growing up in an authoritarian household, there was no questioning if the the authorities were truthful or not. I remember my teen years being very black and white. Parents and teachers knew the correct path, I listened to them and followed direction. There was definitely an in group and out group that was developed during my teenage years. Parental influence indicated what the in group was (me, my family, teachers, and certain peers) and who the out group was (“bad” peers and people in the neighborhood) (Broderick & Blewitt, 2015). I would say that multiplicity occurred later for me, mostly when I entered into the college lifestyle. It was at this point I began to see that there are different perspectives and these perspectives were not incorrect, such as religion and various philosophies. I still looked towards professors for clarification and guidance, but was more comfortable making most decisions. According to the authors, it is not uncommon for people in this stage to need assistance from authority figures.

It wasn’t until grad school (the first time) that I began to really take a more relativism stance with position 5 (contextual relativism). Previously I was aware of other perspective and new that they weren’t necessarily incorrect, I just felt my way of thinking was more justified because my thoughts were supported. During grad school, there was more discussion and facts to support various opinions. When there were reasons as to why a person developed these opinions, I became more respectful. It is when the person cannot provide valid facts to support their statements that I begin to question if their opinion is legitimate.

I would think that two events that could help young adults develop into their current level of thinking are when they develop independence from familiar surroundings and moving away from perpetual authorities.   Also, as a person begins to form romantic attachments away from the home, they become exposed to valid points of view that causes situations where the person has to reevaluate their beliefs and opinions through new exposures.

Broderick, P. C., & Blewitt, P. (2015). The life span: Human development for helping professionals. Harlow: Pearson Education.


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