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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 the 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 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)