Transcript File
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)