Perrys Theory of Intellectual and Ethical Development Historical

Historical Background �Perry was born in Paris, France 1913. �Received bachelor’s and master’s degree

The Study �The longitudinal study consisted of students from Harvard University and Radcliffe University.

The Theory �Perry believed that college students journeyed through 9 positions of intellectual development.

Dissecting the Positions �The 9 positions can be broken down into four categories: Dualism

Positions in Motion Commitment Relativism Multiplicity Dualism

Dualism �Dualism is the mode of meaning making where, “the world is viewed dichotomously.

Multiplicity �Mode of meaning-making where “diverse views are thought of as equally beneficial when

Relativism � Relativistic thinkers, “acknowledge that some opinions are of little value, and yet

Commitment in Relativism �A shift from cognitive development to ethical development. �This is where

Deflections for Cognitive Growth �Temporizing- a “timeout” when movement is postponed from one position

Assessment Methods �Measure of Intellectual Development (MID) �Measure of Epistemological Reflection (MER) �Erwin's Scale

The Developmental Instruction Model �Knefelkamp and Widick �Four variabes of challenge and support characterize

Strengths and Weaknesses Strengths Weaknesses �Influential Work �Only used white, males �Gaining Basic �Students

Real World Applications �What is your name? �What position of meaning making are you

Resources �Evans, N. J. , Forney, D. S. , Guido, F. M. , Patton,

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Perry’s Theory of Intellectual and Ethical Development

Historical Background �Perry was born in Paris, France 1913. �Received bachelor’s and master’s degree from Harvard where he studied English and Greek. � 1950 -1060 Director of Harvard University’s Bureau of Study Counsel College administrator Counselor to students Researcher-theorist in college-age development ( Rapaort, 2010 )

The Study �The longitudinal study consisted of students from Harvard University and Radcliffe University. �Used only interviews from the men of Harvard to validate his theory. � 2 major publications Very large book with examples and details of theory Condensed, yet equally challenging publication (Evans et al. , 2010, p. 85)

The Theory �Perry believed that college students journeyed through 9 positions of intellectual development. Basic Duality Full Dualism Early Multiplicity Late Multiplicity Contextual Relativism Pre-Commitment Challenges to Commitment Post-Commitment (Perry, 1970)

Dissecting the Positions �The 9 positions can be broken down into four categories: Dualism Multiplicity Relativism Commitment (Evans et al. , 2010, p. 85)

Positions in Motion Commitment Relativism Multiplicity Dualism

Dualism �Dualism is the mode of meaning making where, “the world is viewed dichotomously. ” Right and Wrong Good and Evil Black and White �Knowledge is viewed as quantitative. �Authorizes have the right answer. �Transition occurs: Cognitive dissonance (Evans et al. , 2010, p. 86)

Multiplicity �Mode of meaning-making where “diverse views are thought of as equally beneficial when right answers aren’t know. ” �Peers become source of knowledge �Students start thinking analytically �Transition occurs: Recognizing that support is needed. (Evans et al. , 2010, p. 85)

Relativism � Relativistic thinkers, “acknowledge that some opinions are of little value, and yet reasonable people can also legitimately disagree on some matters. ” �Knowledge is more qualitative and based on evidence and research. �Students start to evaluate answers and solutions (Evans et al. , 2010, p. 85)

Commitment in Relativism �A shift from cognitive development to ethical development. �This is where students find their “identity. ” �Realize that they have to make choices and are responsible for those choices. (Evans et al. , 2010, p. 85)

Deflections for Cognitive Growth �Temporizing- a “timeout” when movement is postponed from one position to the next �Escape- Abandonment of Responsibilities Failure to commit Alienation No desire to pursue anything �Retreat- Temporary return to dualism Overwhelmed Just wants answers (Evans et al. , 2010, p. 85)

Assessment Methods �Measure of Intellectual Development (MID) �Measure of Epistemological Reflection (MER) �Erwin's Scale of Intellectual Development (SID) �Moore’s Learning Environment Performance Measure (LEP) (Evans et al. , 2010, p. 89)

The Developmental Instruction Model �Knefelkamp and Widick �Four variabes of challenge and support characterize the model: (pg. 91) Structure Diversity Experiential Learning Personalism (Evans et al. , 2010, p. 91)

Why Should You Care? ? ? ?

Strengths and Weaknesses Strengths Weaknesses �Influential Work �Only used white, males �Gaining Basic �Students of the 1950’s understanding of how students make meaning. (Evans et al. , 2010, p. 96) �Simple Lables

Real World Applications �What is your name? �What position of meaning making are you in? �What year are you? (Freshman, Sophomore, ect) �What’s your favorite class? Why? �What forms of deflection might you run into?

Resources �Evans, N. J. , Forney, D. S. , Guido, F. M. , Patton, L. D. , & Renn, K. A. (2010), . Student development in college. San Fransisco: Jossey-Bass. �Perry, William G. , Jr. (1970), Forms of Intellectual and Ethical Development in the College Years: A Scheme. New York: Holt, Rinehart, and Winston. �Rapaport, W. J. (2010, October 9). William Perry's scheme of intellectual and ethical development. In University at Buffalo. Retrieved September 4, 2011. (Evans et al. , 2010, p. 85)