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Rey Ty. William Perry. Intellectual and Ethical Development.
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Rey Ty. William Perry. Intellectual and Ethical Development.

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Rey Ty. William Perry. Intellectual and Ethical Development.

Rey Ty. William Perry. Intellectual and Ethical Development.

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  • 1. William Perry’s Scheme of Intellectual & Ethical Development Rey Ty
  • 2. Intellectual Development
  • 3. William Perry’s Scheme of Intellectual & Ethical Development I. Dualism A. Premises 1. All knowledge is known. There are right and wrong answers fixed once and for all. 2. Students rely on external authorities for the correct answers. A. Basic Dualism 1. All problems can be solved 2. Only teachers and authorities know the answers. 3. Students need to learn the correct solutions. A. Full Dualism 1. Experts (in the same fields, literature and philosophy) disagree 2. Experts (in the same fields, sciences and mathematics) agree 3. There are correct solutions 4. Learners need to learn the correct solutions.
  • 4. II. Multiplicity (Subjective Knowledge): Think for Yourself A. Premises 1. There are conflicting answers. 2. We do not rely on an external authority. 3. We rely on our inner voice. A. Early Multiplicity: Most knowledge is known. There are right and wrong ways to find answers. 1. There are two types of problems 2. Problems whose solutions we know. 3. Problems whose solutions we do not know yet. 4. Learners need to learn how to learn and to find out what are the right solutions.
  • 5. C. Late Multiplicity: Most knowledge is not known. Students learn to think for themselves. 1. Most problems are not fundamental. Thus, we all have the right to our own opinion. 2. Some problems cannot be solved. So, you can choose your own solution. 3. “Give the teachers what they want,” even if I disagree with what I wrote.
  • 6. III. Relativism A. Premise 1. All knowledge is contextual within which there are right and wrong answers. 2. Students must study different contexts and listen to different perspectives. B. Contextual Relativism 1. Knowledge is discipline based and therefore different techniques are used for different disciplines. 2. Knowledge is based on history, society, culture, perceptions, personal opinion, and other factors. C. Pre-Commitment 1. Students understand the need to make choices. 2. Students understand the need to be committed to a solution.
  • 7. IV. Commitment A. Commitment: Students make a commitment. B. Challenges to Commitment 1. Students experience the impact of commitment. 2. Students explore issues of responsibility. C. Post-Commitment: Students realize commitment is a continuing process.
  • 8. Thank You!
  • 9. Fair Use• In good faith, this work contains fair use of copyrighted and non-copyrighted images from the public domain & the web for non-commercial & nonprofit educational purposes. • This work is distributed free of charge. • The author has neither monetized this work nor sought any profit from its distribution. • Copyright Disclaimer Under Section 107 of the Copyright Act 1976: Allowance is made for fair use for purposes such as criticism, comment, news reporting, teaching, scholarship, and research. Fair use is a use permitted by copyright statute that might otherwise be infringing. Non- profit, educational or personal use tips the balance in favor of fair use. • This work contains original work of commentary and critical analysis. • Quotations are attributed to the original authors and sources.
  • 10. William Perry’s Scheme of Intellectual & Ethical Development Rey Ty

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