Perry’s forms of Intellectual and Ethical Development

     I really learned a lot from listening to Dr. Lee Burdette Williams as she discusses Perry’s Theory of Intellectual and Ethical Development and the nine stage that students experience. I am reminded of what Kramer(2007)  says about student success. ‘Policy makers and campus leaders must commit to student success research , especially longitudinal research and strong programs of assessment and evaluation of foundational practices … otherwise the concept of student success will continue to be rhetorical . isolated debatable and something that depends on the eye of the beholder, like Joseph Jastrow’s image ‘Is it a rabbit or a duck Kramer (2007)?

     Perry’s theory does give you an idea of what happens as students go from their freshman year as being predictable to their second year with negative beliefs and finally in the fourth year as owning their beliefs

Perry(1970). But ,In my opinion his theory may be more applicable to traditional students and not as applicable to non traditional students. For example, the first year of learning to reason would not be the stage for a nontradional student who has spent time in the workforce but when we make it to the fourth year ‘ we (all) definitely  own or own beliefs about college and higher education and we see faculty as co-learners Perry(1981).

     Chickering and Reisser (1993) revised and reordered their vectors and their specifications in light of the substantial volume of research completed since their model appeared in 1969. The revised model is presumed to apply to college students of all ages. 

     Dr  Williams  said when she thinks of students she thinks of them in relation to research ( I am paraphrasing her ) But when I think of students  in this group,I think of my own experiences as a student in higher education. When I look at how I learned  when I was younger I now feel that I did not really learn at all because most of what I learned then was based on other people views and opinions, which is not necessarily a bad thing.  In my opinion change is not a bad thing and if faculty can have a better view of how students learn they can create student success.Kolb’s(1984) learning style where the student touches all the bases is my perception of how I learn and can possibly be applied to this class. His theory is based on experience, reflective observation ,abstract conceptualization  and active experimentation. The previous educational  experiences of students and the experiences in this class will affect how they perceive themselves as learners. Once this experience is over they will make a conclusion to how they perceive the class went . If this learning experience has been a positive one then the student will use that same experience in his or her learning style. It is this learning style that I think is important because it would probably apply to students, traditional and non traditional  and could be applied to students of all ages.

Chickening A.W.& Reisser(1993) Education and Identity(2nd Ed.) San Francisco, California: Horsey Bass

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development (Vol. 1). Englewood Cliffs, NJ: Prentice-Hall.

Kramer G.L. & Associates(2007): Fostering Student Success in the Campus Community : San Franciso CA. Jossey Bass

Perry, William G., Jr. (1970), Forms of Intellectual and Ethical Development in the College Years: A Scheme (New York: Holt, Rinehart, and Winston).

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.

Theories and Models of Student Change in College : Retrieved from http:// May 25, 2016

Venney,Carmen(2016) Perry’s Forms of Intellectual Development: Walden University: College of Teaching and Learning

Video: Laureate Education, Inc. (Executive Producer). (2010). Understanding students: Learning, development, and diversity: Learning to reason. Baltimore, MD: Author.

Chickering A.W. & Reisser, L. (1993) Education and Identity , (2nd ed.) San Francisco California : Jossey Bass

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