Perry, William G., Jr. (1981). Cognitive and ethical
growth: The making of meaning. In Arthur W.
Chickering and Associates, The Modern American College. San Francisco: Jossey-Bass: 76-116.
Chickering and Associates, The Modern American College. San Francisco: Jossey-Bass: 76-116.
Perry, William G., Jr. (1970), Forms of Intellectual and
Ethical Development in the College Years: A
Scheme (New York:
Holt, Rinehart, and Winston); reprinted November 1998; Jossey-Bass; ISBN:
0787941182 .
UW Colleges Virtual Teaching & Learning Center
Cognitive
DevelopmentBelenky, Clinchy, Goldberger, and Tarule's Women's
Ways of Knowing
- Ferris State University Center for Teaching, Learning, and Faculty Development has an excellent summary (which right now is offline, so until it returns, here's Wikipedia's entry, which isn't too bad).
- The original research is available in their book, Women's Ways of Knowing.
- http://en.wikipedia.org/wiki/Theory_of_cognitive_development
- http://en.wikipedia.org/wiki/Student_development_theories
- Baxter Magolda's book Making Their Own Way: Narratives for Transforming Higher Education to Promote Self-Authorship offers a more extended summary of her work on self-authorship.
William
Perry's model of cognitive and moral development suggests that many/most
students come to college near the start of the journey, at "dualism"
where they see the world of knowledge as dividing into "right or
wrong" usually determined by a higher authority. (Baxter
Magolda updates this to call it "absolute knowing".)
We've
witnessed in first year college classes the collision between "what my
parents taught me" and everyone else's "what my parents taught
me", not to mention open academic thought. I had a student once who came
to my very large state u (who knows why her parents decided that was the place
for her) after being home-schooled by her parents. Her father was also, btw,
her minister. He'd disagreed on some theological point with their previous
church, and founded his own church, with a congregation consisting of his own
children. Talk about absolute knowing-- she had not previously been exposed to
ANY adult voices that weren't Mom and Dad, who were pretty literally speaking
from a Godlike perspective. She was a nice young lady and certainly didn't
argue with all the diverse viewpoints encountered in a large urban university
classroom, but she was appalled. Scared. And she never did break out. All of
her papers, regardless of the assignment, were some version of "how I came
to Jesus with Dad's help." She dropped out before the end of the semester.
But I've always thought of her as an example of someone who couldn't move
beyond the dualism, for whom divergent viewpoints were a threat.
Then
again, some students arrive in or quickly achieve "multiplicity"--
"everyone's got their own opinion, equally valid." This is an
advance, but does it require "negotiation"? Acceptance, yes, but
"negotiation" would seem to require discussion. These are the
students who are quite comfortable with assignments like "literature
reviews" and "annotated bibliographies" which require the
neutral summary of other viewpoints. But they still need to progress to be able
to evaluate, consider, choose, or even analyze.
I
teach "thesis" in classes- how to cogently express the point of your
paper. And the initial posting of a student's thesis can often place him/her
pretty squarely in dualism or multiplicity. The dualist will present an
opinion-- "this is right." Everything is an argument paper, and the
thesis is the judgment. The multiplicity dweller will generally post some
statement of fact (inarguable), or a sort of consensus of opinions without
further comment.
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