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Perry's Theory of Intellectual and Ethical Development

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by

Madeline Hope

on 4 February 2014

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Transcript of Perry's Theory of Intellectual and Ethical Development

Dualism
Dichotomous view of the world

Learning=Information Exchange

Knowledge=Facts

Teachers as information authorities
Honoring diverse views when right answers are not yet known

Independent Thinking

Increased ability to think analytically
Knowledge is viewed more qualitatively

Contextual definition is needed

Opinions should be based on supporting arguments and evidence
Commitment in Relativism
Image by Tom Mooring
Perry's Theory of Intellectual and Ethical Development

Relativism
Multiplicity
Historical Context
Theorist: William G. Perry

Understanding the student experience of "unfolding the world."

Interviews conducted with young, white men at Harvard 1960s
Cognitive Dissonance
Realization that opinions need support
Committing in relativism
Madeline Hope CLG 522
Remembering Development is Not Linear
Temporizing
: pauses at stages for growth within the stage

Alienation
: avoiding responsibility for opinions/growth

Deflection
: temporary return to dualism
Developmental Instructional Model
Knefelkamp 1999
Four variables of challenge and support at different levels of development

Structure
: framework and direction

Diversity
: alternatives and perspectives presented

Experiential Learning
: correctness, directness, involvement

Personalism
: creating a safe environment where risk taking is encouraged
breakfast health cookies
People make choices in a contextual world

"One finds the elusive sense of 'identity' one has searched for elsewhere." (Perry, p. 71)


A twenty-two year old student who has returned from military service comes to you for advice on transferring to another college. She expresses concern because the general education requirements for her degree seem unnecessary to her. She is considering transferring to a technical college to pursue her degree in a different setting that does not require as many general education requirements. Are there any elements of the Intellectual and Ethical Development theory that could help you to better understand this student?
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