1. The document summarizes four major adult development theories: William Perry's model of intellectual development, Belenky et al.'s women's ways of knowing model, Kitchener and King's reflective judgment model, and Baxter-Magolda's model of knowing and reasoning in college. 2. The theories track the progression of views about knowledge and truth from dualistic and received ways of knowing towards more independent, contextual, and constructed ways of knowing. 3. Across the theories, learners develop from passive receptors of knowledge towards actively constructing knowledge through experience, evaluation of evidence, and consideration of different viewpoints.

1. The research , theories, &
implications for our student
population.
ADULT
DEVELOPMENT
THEORY
Audra Pickett
Postsecondary Reading &
Learning Specialist

2. Andragogy:
The art and science of helping adults learn
Adults...
•need to know why they need to learn something
•learn through experience
•approach learning as problem-solving
•learn best when the topic is of immediate value
•have mutual vested interest in their learning and
want to involve real experience

3. 4 Dominating
Theories
1. William Perry Model of Intellectual and Ethical
Development
2. Women’s Ways of Knowing (Belenky et al.)
3. Reflective Judgment (Kitchener & King)
4. Knowing and Reasoning in College (Baxter-
Magolda)

4. The Perry Model
•Perry’s model reflects the relationship between
cognitive and affective components.
•He believes that the most powerful learning involves
qualitative changes in the way learners approach
their learning and subject matter.
•There are four major categories:

5. Dualism & Multiplicity
Positions 1 -4
Dualism Multiplicity
1 2 3 4
Nature of
Knowledge
• One source
• Unquestioned
• No tolerance
for alternative
viewpoints
• Different
perspectives
and beliefs
acknowledged,
but are wrong
• Knowledge
is not yet
known, but
is
knowable,
and
determined
later
• Right &
wrong
ways for
processes
Truth • Absolute
• Black & White
• We-Right-Good
vs. They-
Wrong-Bad
• Uncertain
• Right,
Wrong, &
Unknown
• “We’ll
never
know for
sure.”
• “Do your
own
thing.”
“Anything
goes.”

6. Contextual Relativism & Commitment Within
Relativism
Positions 5 & Beyond
Contextual Relativism Commitment within
Relativism
5 6-9
Nature of Knowledge • The self is an active maker
of meaning
• Moves from intellectual to
ethical and is always
changing
Truth • Relativistic and context
bound with a few
right/wrong exceptions
• Decides at the moment of
alternatives after
experiencing doubt &
then reflects on one’s
beliefs

7. Implications of Perry Model
Learners cycle through 3 perspectives:
1.There are multiple opinions
2.There are multiple contexts/perspectives to
understand and analyze
3.There are multiple commitments through which one
identifies his or her values and identity
The role of the student moves from a passive receptor
of facts to an active agent in defining arguments and
creating new knowledge.

8. Women ’s Ways of Knowing
•This model focuses on five types of knowing from
which women place themselves and approach the
world.
•Researchers noticed that the way women think about
education and learning also affects their self-
perception.

9. Silence
•Words viewed as weapons
•Blind obedience to authorities
•Ways of knowing are limited to the present, the
actual, the concrete, the specific and to actual
behaviors
•The development of voice, mind, and self are
connected

10. Received & Subjective
Knowledge
Received Subjective
Internal Factors • Confused when asked to do
original work
• Grade should be
determined by effort
• Distrust logic, analysis,
abstraction
Self-Knowledge • Worry that development of
self-knowledge is at the
expense of others
• Inoffensive: “It’s just my
opinion.” Fear that having
an opinion and supporting
it will jeopardize
connections with others
Truth & Knowledge • Authorities • Intuitive
• Comes with firsthand
knowledge listen and
watch to learn

11. Procedural & Constructed Knowledge
Procedural Constructed
Connected
Knowing
Separate Knowing
Internal Factors • Seek to
empathize
• Understand
through sharing
experiences
• Relationships
not on the line
• Separation from
feelings &
emotions
• Open heart and mind to embrace the
world
• Establish communion
Self-Knowledge • Impersonal
creates
discomfort
• Subjective to
the knowing of
others
• Narrative sense of self
• Tolerance for internal contradiction
and ambiguity
Truth & Knowledge • Comes from
careful
observation and
analysis
• Everyone can
have it right or
everyone can be
wrong
• Experts are only
as good as their
arguments
• Can be integrated from many sources
• Is relative
• Is always under scrutiny (question,
examine, analyze)

12. Implications of Women’s
Ways of Knowing
•Juxtapose with Perry’s Model (men vs. women)
•Movement from depending on knowledge from
someone else to co-construction of knowledge
•Men-”know” and “see” vs. Women-”hear” and
“speak”

13. Reflective Judgment
•Examine, evaluate, construct solutions, are open to
evaluation and scrutiny
•Seven stages on assumptions and knowledge
•Progress determined by acquiring skills, development
of the skills, and learning environment

14. Pre-Reflective Thinking
Stages 1, 2, & 3
Stage 1 Stage 2 Stage 3
View of Knowledge • Absolute and
concrete
• Acquired by direct
observation
• Absolute
• Certain but not
available
• Acquired through
the senses
• Acquired through
authority
• Absolutely certain
or temporary
• Personal beliefs
known once
absolute
knowledge is
obtained
• Acquired through
authority
Concept of
Justification
• Beliefs don’t need
justified
• Alternate beliefs
don’t exist
• Beliefs are
unquestioned
• Justified only by
authority
• Issues always have
right answer so
there is no conflict
with making
decisions
• Beliefs justified by
authorities’ view
• Beliefs defended
based on opinion
since evidence is
unclear

15. Quasi-Reflective Thinking
Stages 4 & 5
Stage 4 Stage 5
View of Knowledge • Uncertain and specific to
the individual
• Contextual and subjective
Concept of Justification • Beliefs are justified by
reason and evidence
• Reasons and evidence are
subjective
• Beliefs justified within
context
• Beliefs are context-
specific and balanced
against other
interpretations

16. Reflective Thinking
Stages 6 & 7
Stage 6 Stage 7
View of Knowledge • Constructed by the
individual based on
multiple sources
• Interpretations based on
evidence and evaluation
• Outcome of a process of
inquiry
• Adequacy is evaluated
based on current research
and can be reevaluated
Concept of Justification • Beliefs are justified by
comparing evidence and
opinions and constructing
solutions evaluated based
on evidence
• Beliefs are justified by
variety of interpretive
factors.
• Beliefs are defended based
on the most “complete,
plausible, or compelling
understanding”

17. Implication s of Reflective
Model
•Movement of absolute truths and knowledge from
authority to independent, constructed, and
contextual knowledge.
•Depending on the dichotomy in the classroom,
reflective judgment might take time to develop.

18. Knowing and Reasoning in
College
•The first qualitative study that simultaneously
studied men and women and their beliefs on
knowing and learning
•There are Four stages:

19. Absolute and Transitional
Absolute Knowing Transitional Knowing
Nature of knowledge • Certain and absolute • Partially certain &
absolute
Role of learner • Gets knowledge from
instructor
• Comprehends knowledge
Role of peers • Share materials and
explain what they’ve
learned
• Active exchange of ideas
Role of instructor • Communicates
knowledge and makes
sure students understand
• Uses teaching methods to
help students understand
and apply knowledge

20. Independent & Contextual Knowledge
Independent Knowing Contextual Knowing
Nature of Knowledge • Uncertain and subjective • Context-based and
evidence-based
Role of Learner • Thinks for self
• Shares views with others
• Creates own perspective
• Exchanges & compares
perspectives
• Integrates & applies
knowledge
Role of Peers • Shares views
• Source of knowledge
• Intelligently contributes to
learning
Role of Instructor • Promotes independent
thinking
• Promotes application of
knowledge in context
• Open to critique from
student

21. Implications of Ways of Knowing
•Most college freshman enter at an Absolute stage
and exit senior year somewhere in between
Independent and Contextual
•This study does not take into account cultural ways
of knowing

22. Comparing All Methods & Models
Truth & Knowledge
Passive Receptor 1. Dualism
2. Receiving Pattern
3. Pre-reflective Stages 1-3
4. Absolute
Uncertain 1. Multiplicity
2. Subjective Knowledge
3. Pre-reflective Stage 4
4. Transitional
Independent • Contextual Relativism
• Procedural Knowledge
• Pre-reflective Stages 5 & 6
• Independent
Share, Exchange, Relative • Commitment within Relativism
• Constructed Knowledge
• Pre-reflective Stage 7
• Contextual

23. References
• Afrasiabi, Robin [Word document]. King and Kitchener Packet. Retrieved
from the California State University, Fullerton, Reading 505: Foundations
of Postsecondary Reading and Learning blackboard web site:
https://moodle.fullerton.edu/mod/folder/view.php?id=569365
• Afrasiabi, Robin [Word document]. Adult Development Theories.
Retrieved from the California State University, Fullerton, Reading 505:
Foundations of Postsecondary Reading and Learning blackboard web site:
https://moodle.fullerton.edu/mod/folder/view.php?id=569364
• Baxter-Magolda, M.B. (1992). Knowing and reasoning in college: Gender-
related patterns in students intellectual development. San Fancisco, CA:
Jossey-Bass
• Moore, W.S. (2003). Perry Network & Center for the Study of
Development of Intellectual Development. Retrieved from
http://www.perrynetwork.org