Your SlideShare is downloading. ×
0
William G. Perry Jr.
William G. Perry Jr.
William G. Perry Jr.
William G. Perry Jr.
William G. Perry Jr.
William G. Perry Jr.
William G. Perry Jr.
William G. Perry Jr.
William G. Perry Jr.
William G. Perry Jr.
William G. Perry Jr.
William G. Perry Jr.
William G. Perry Jr.
William G. Perry Jr.
William G. Perry Jr.
William G. Perry Jr.
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

William G. Perry Jr.

5,557

Published on

William G. Perry Jr. …

William G. Perry Jr.
Introduction of Intellectual and Ethical Development.

Published in: Education
0 Comments
1 Like
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total Views
5,557
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
79
Comments
0
Likes
1
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 1. William Graves Perry Jr.Intellectual and Ethical Development
    Presenter: Kevin Foster
    EDUC 551
    7/2/09
  • 2. Overview
    Background
    Literature
    Contribution
    Reaction
  • 3. Background
    William Graves Perry Jr. (1913 – 1998)
    Born in Paris, France
    Graduated from St. Mark’s School
    Received both his bachelor’s and master’s from Harvard
    Studied English and Greek
    Taught English for 10 years
    Assistant dean at Williams College
    Returned to Harvard in 1946
    Founded and lead the Bureau of Study Counsel for 33 years
    Educational psychologist who focused on the development of college students.
    "Every student in my class has a completely different teacher.“
    http://www.news.harvard.edu/gazette/1999/05.27/mm.perry.html
  • 4. Background
    Father worked on the restoration of Williamsburg, VA and designed many of Harvard’s buildings.
    During WWII Perry Jr. taught celestial navigation to naval pilots, none of whom were subseqently lost due to navigational errors.
    http://www.nytimes.com/1998/01/18/classified/paid-notice-deaths-perry-william-g-jr.html
    While working at Harvard, he and his staff counseled over 400 students a year.
    He was appointed full Professor of Education in the Harvard Graduate School of Education (1965-1979) because of his work.
    His article “Examsmanship and the Liberal Arts,” discusses the role of “bull” (b.s.) in undergraduate epistemological development.
  • 5. Literature
    Cognitive and Ethical Growth: The Making of Meaning (1981)
    Forms of Ethical and Intellectual Development in the College Years.
    Most well known/influential piece
    Published in 1970 after a 15 year study.
    Covered 50s and 60s.
    Proposes that college students pass through a predictable sequence of stages of epistemological growth.
    Epistemological - the study or a theory of the nature and grounds of knowledge especially with reference to its limits and validity.
    http://www.merriam-webster.com/dictionary/epistemological
    Primary reference for discussion on epistemological development of college students.
  • 6. Perry’s Scheme
    Focuses on nine stages of development
    Basic Duality
    Full Dualism
    Early Multiplicity
    Late Multiplicity
    Contextual Relativism
    Pre-Commitment
    Commitment
    Challenges to Commitment
    Post-Commitment
    Dualist to relativist
    Viewing truth as black or white to viewing multiple truths all as legitimate alternatives.
  • 7. Three broad categories
    Dualism + multiplicity
    Relativism discovered
    Commitments in relativism development
    http://en.wikipedia.org/wiki/William_G._Perry
  • 8. Dualism/Received Knowledge
    There is a right and wrong answer to all questions possessed by an authority.
    Basic Duality
    The authority has the answer.
    There is a right answer to question
    Teacher knows right and wrong.
    Students learn the right answer from authority/teacher
    Full Dualism
    Realize there is a right and wrong answer, but the authority does not know it, others do.
    Learn to find the right answer.
  • 9. Rapaport, W: The Perry Scheme of Intellectual development: approaches to successful learning.
  • 10. Multiplicity/Subjective Knowledge
    Diversity of opinion and values is recognized as legitimate in areas where right answers are not yet known.
    There are multiple conflicting answers.
    Early Multiplicity
    Teacher/Authority does not have the answer, but someone is working on finding the answer
    Student begin to trust self and explore finding the right answer.
    Late Multiplicity
    Where the teacher/authority doesn’t have the answer, everyone has the right to their own opinion. No wrong answer.
    Teacher/Authority does not want the right answer. Wants the student to think a certain way.
    Students B.S.
    Most Freshman are around this stage
    Rapaport, W: The Perry Scheme of Intellectual development: approaches to successful learning.
  • 11. Rapaport, W: The Perry Scheme of Intellectual development: approaches to successful learning.
  • 12. Rapaport, W: The Perry Scheme of Intellectual development: approaches to successful learning.
  • 13. Rapaport, W: The Perry Scheme of Intellectual development: approaches to successful learning.
  • 14. Relativism/Procedural Knowledge
    Diversity of opinion, values and judgment derived from coherent sources, evidences, logics, systems, and patterns allowing for analysis and comparison.
    Contextual Relativism
    Everything is relative but not equally valid
    There are no right or wrong answers, it depends on the situation, but some answers might be better than others.
    Theories are not truth but metaphors to interpret data with.
    All answers must be support and put into context.
    The search for truth is more precious than its possession.”
    -Einstein
    Pre-Commitment
    Student has to make their own decision
    What the student thinks is important not what the teacher/authority thinks.
    No one is going to tell you whether or not you are right.
  • 15. Commitment/Constructed Knowledge
    An affirmation, choice, or decision (career, values, politics, personal relationship) made in the awareness of Relativism
    Commitment
    First commitment
    For this topic I think…
    Challenges to Commitment
    Several Commitments
    For these topics I think…
    Discovers responsibility of choices
    Post-Commitment
    Believe own values, respect others, ready to learn
    Students knows what they believe in, but willing and able to consider other views and reconsider their own views.
    Learning is an on-going process.
  • 16. Challenges
    The idea of a fixed development process
    It is possible that different stages are visited through out development.

×