1. Perry’s Theory of Intellectual and Ethical Development

2. Historical Background
Perry was born in Paris, France 1913.
Received bachelor’s and master’s degree from Harvard where he studied English and Greek.
Director of Harvard University’s Bureau of Study Counsel
College administrator
Counselor to students
Researcher-theorist in college-age development
According to the Harvard University Gazzett, Perry was born in Paris France in He received his bachelor's and master's degrees from Harvard where he studied English and Greek. From his first 10 years of teaching history and English at Rivers School in Brookline and, later, Williams College, where he was also an assistant dean, he developed, he said, "a fateful curiosity about the ways in which so many of my students succeeded in not learning that which I was teaching them so well."
( Rapaort, )

3. 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)

4. 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)

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

6. Positions in Motion Commitment Relativism Multiplicity Dualism
Perry picked “positions” rather than stages because he wanted to emphasize how students are always in motion. According to our text, “Perry emphasized our need to understand students in motion and not imprison them in stages.

7. 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
Transiston
(Evans et al., 2010, p.86)

8. 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)

9. 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)

10. 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.
According to out text, Perry states that this is the position where “one fines at last the elusive sense of “identity” one has searched for elsewhere. The journey can be repeated and you can be at different positions with different aspects of your life at the same time.
(Evans et al., 2010, p.85)

11. 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)

12. 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)

13. 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)

14. Why Should You Care?
?????

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

16. 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?

17. 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,
(Evans et al., 2010, p.85)