Dare to Think and Multiperspectivism

The following education tip provides inspiration to write Chapter 'Dare to Think and Multiperspectivism' of the Faculty Monitor. If applicable, separate suggestions are given for the PLAN and the DO.


Ghent University’s education strategy can be captured in two catchphrases: “Dare to think” and “Multiperspectivism”. Both concepts imply that Ghent University students are educated to becoming critical thinkers with an aptitude for lifelong learning, and with an open and constructive attitude towards diversity.

Applying multiperspectivism as a philosophy of education means that education at Ghent University is closely entwined with the other policy domains, and with the (inter)national societal context at large. Of Ghent University’s six strategic objectives, multiperspectivism is the first and foundational one, from which the other five objectives logically branch off, i.e. education based on excellent research, talent development, stakeholder participation, internationalisation, and educational quality.

Applying multiperspectivism as an education concept allows for the identification and cultivation of a number of key elements in education practice, i.e. a critical mind-set, change of perspective, openness, pluralism, and tolerance towards other opinions. In short, Ghent University aims for its students to become creative and critical problem-solving citizens, able to think outside the box and to tackle complex problems from different perspectives.

More information on “Multiperspectivism” and “Dare to think” can be found here:  



  • implementing an inclusive recruitment policy, is an opportunity for faculties to create role models for their students. More information on Ghent University’s diversity policy can be found at https://www.ugent.be/en/ghentuniv/principles/diversity-and-gender/overview.htm.
  • (professorial) staff recruitment outside of the Ghent University diploma community is one way to enhance the exchange of ideas and perspectives, both with regard to educational vision and policy(-making) as with regard to the actual educational practice;  
  • faculties can set up a facilitating framework to support interfaculty study programmes;
  • offering service education, sourced either from other faculties or from other study programmes within the same faculty can enhance exchange of ideas and perspectives;
  • paying attention to the UGent core topics – social engagement, sustainability, and entrepreneurship (in Dutch) – in educational practice can add to an implementation of multiperspectivism;
  • pursue a policy concerning the topics of sustainability, entrepreneurship, and social engagement. These topics are inspired by the UN Sustainable Development Goals, the educational goals of which aim at the promotion of global citizenship in adolescents and adults who receive education: “By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development.”


Last modified April 11, 2022, 4:44 p.m.