Perry's Forms of Ethical and Intellectual Development

Perry
Postscript
Portable Document Format

Perry's scheme provides a model of how students view knowledge. It consists of nine positions each of which represents a particular ``cognitive filter'' through which they interpret their world. The model is hierarchical with higher positions subsuming lower. However progress may be interrupted through temporising, escape and retreat.

A summary of Perry's scheme can be viewed at this place A

Perry

Perry 1999

Perry, W. G., Forms of Ethical and Intellectual Development in the College Years: A Scheme.. San Francisco: Jossey-Bass Inc, 1999.

This book is a reprint of Perry's original work with an introduction by Lee Knefelkamp.

Perry's Scheme was founded upon a longitudinal study of extended interviews with Harvard and Radcliff college students in the 1950's and 60's. Although the model has been criticised for its limited student sample, it has nonetheless generated much research activity, including ``alternative'' models and assessment methods, for the placement of students within the scheme.

Applied Perry Scheme

Finster 1989

Finster, D. C., Developmental Instruction: Part 1. Perry's Model of Intellectual Development.. Journal of Chemical Education. 66(8), 659-661, 1989.

In this first paper Finster provides a review of the Perry Scheme with a view to increasing the Perry position of a student through instruction. The method by which this can be achieved is presented in part 2  (Finster 1991).

Finster 1991

Finster, D. C., Developmental Instruction: Part 2. Application of the Perry Model to General Chemistry.. Journal of Chemical Education. 68(9), 752-756, 1991.

In this second paper Finster provides specific strategies for advancing general chemistry students along the Perry scheme. Here it is assumed that first year students are at Perry position 2-3 and that it is possible to advance an individual's Perry position by increments of +1. This is set within the context of a general set of strategies for challenging and supporting the dualist, multiplist and relativist Perry positions.

Harvey 1994

Harvey, J. M., An Investigation into the ways of Encouraging the Development of Higher Level of Cognitive Skills in Undergraduate Biology Students with Reference to the Perry Scheme of Intellectual Development. Ph.D. Thesis, Napier University, Edinburgh, 1994.

Reports to have successfully used the Perry scheme, confirming Perry's observations.

Alternative Models

Belenky 1986

Belenky, M. F., Clenchy, B. M., Goldberger, N. R., and Torule, J. M., Women's Ways of knowing: The Development of Self, Voice and Mind. New York: Basic Books Inc, 1986.

Perry's original work was criticised for possible gender bias towards the male college student. Belenky et. al. examine women's ways of knowing and describe five different perspectives from which women view reality and draw conclusions about truth, knowledge and reality. Uses voice rather than views as metaphor.

Baxter Magolda 1987

Baxter Magolda, M. B., Knowing and Reasoning in College: Gender-Related Patterns in Students' Intellectual Development. San Francisco: Jossey Bass Publishers, 1992.

This research explores gender-related patterns of epistemological knowledge. Baxter Magolda's model contains four qualitatively different ``ways of knowing'', absolute, transitional, independent, and contextual. Each of these leads to a ``particular expectation of learners, peers, and instructors in learning settings''. In addition she found that ways of knowing were not segregated by gender, but rather gender related differences in reasoning patterns occur across the first three ways of knowing.

Hofer and Pintrich 1997

Hofer, K. H. and Pintrich, P. R., The Development of Epistemological Theories: Beliefs About Knowledge and Knowing and Their Relation to Learning. Review of Educational Research, 67(1), 88-140, 1997.

This paper provides an excellent overview of epistemological theories, critically reviewing the models of Perry (Intellectual and ethical development), Belenky et. al. (Women's ways of knowing), Baxter Magolda (Epistemological reflections), King and Kitchener (Reflective judgement) and Kuhn (Argumentative reasoning). In addition they identify areas of developmental and epistemological theory that warrant future research.

Wood 1993

Wood, C., Appendix 2. In Wood C. and Sleet R. (Eds.), Creative Problem Solving Chemistry, London: The Royal Society of Chemistry, 1993.

This appendix presents a simplified adaptation of the Perry scheme. This scheme was used by (Gray 1993). A summary of this scheme can be seen in Table 15.1.

Table 15.1: Summary of the simplified Perry scheme ((Gray 1993))

	Student A	Student B	Student C
Student Role	Passive acceptor of knowledge.	Realises that some responsibility rests with self. But what? and how?.	Sees self as source of knowledge, or is confident of finding it. Debater making own decisions.
Teacher Role	Authority giving facts and know how.	Authority exists. Where there are controversies wants guidance as to which Authority favours.	An Authority amongst other authorities. Values views of peers. Teacher as facilitator.
View of Knowledge	Factual: Black and white; clear objectives. Non controversial, exceptions unwelcome.	Admits no longer black and white. Feels insecure in this.	Wants to explore contexts, seeks connections. Enjoys creativity and scholarly work.
View of exams	Regurgitation of facts. Hard work is rewarded.	Quantity better than quality to demonstrate maximum knowledge.	Quality is better than quantity. wants room for expression.

Perhaps say something about Measure of intellectual development (MID) L. Knefelkamp and C. Widick. Also reflective judgement interview - King and Klitchener.