Embedded Files
My Overall Summary of Readings:
ORLD4051: Linear Models of Intellectual Development: Session 3 (9/25/17)
Extracted Annotations (9/25/2017, 6:56:19 PM)
""A fundamental belief in students is more important than anything else. This fundamental belief is not a sentimental matter: it is a very demanding matter of realistically conceiving the student where he or she is, and at the same time never losing sight of where he or she can be!"" (Knefelkamp 1999:2)
"The first significant contribution was Perry's use of the concept of positions." (Knefelkamp 1999:2)
"Our ability to take into account the influences of gender, race, ethnicity, and socioeconomic class as well as other aspects of identity has been greatly influenced by the concept of positionality, literally one's stance with respect to knowing, making meaning, and making commitments." (Knefelkamp 1999:2)
"Perry stressed the student's ability to construct meanings and to shift or change those constructions or standpoints to developmentally accommodate uncertainty, paradox, and the demands of greater complexity in knowledge and learning." (Knefelkamp 1999:2)
"Perry's understanding of positionality was deeply related to his understanding of developmental transitions." (Knefelkamp 1999:2)
"Again, he anticipated later models of adult transition when he strongly emphasized our need to understand students in motion and to not imprison them in stages.'" (Knefelkamp 1999:2)
"For this reason, he wanted us to keep the dynamic view of students at the center of our thinking and to always link the needs of students to our notions of pedagogy." (Knefelkamp 1999:2)
"He often said that faculty make fbe mistake of thinking that they have only two options when grading papers or working wifb students: praise and blame." (Knefelkamp 1999:2)
"third, more powerful and necessary option: recognition" (Knefelkamp 1999:2)
"He gently reminds us that students offer us both recognition and encouragement-and the possibility of wisdom that comes from the experience of loss." (Knefelkamp 1999:2)
"forms" (Knefelkamp 1999:3)
"Developmental Instruction" approach" (Knefelkamp 1999:3)
"the form of pedagogy is to be guided by the nature of the students in the class." (Knefelkamp 1999:3)
"original sample of stuThe issue that often arises is the issue of the dents" (Knefelkamp 1999:3)
The issue that often arises is the issue of the original sample of students (note on p.3)
"that Freire would characterize as "banking models," with their emphasis on authority, information exchange, and the quest for right answers.s" (Knefelkamp 1999:4)
"The second major issue has to do with assessment of student characteristics through the filter of the model." (Knefelkamp 1999:4)
"Measure of Intellectual Development (MID-sometimes referred as the KneWi in the early research literature to" (Knefelkamp 1999:4)
"Learning Environments Preference instrument (LEP)." (Knefelkamp 1999:4)
"eight crucial variables change as the student becomes more intellectually complex (view of knowledge and learning, role of the instructor, role of the student, role of peers in the learning process, intellectual tasks that are understood, evaluation issues, sources of developmental disequilibrium or challenge, and sources of support)" (Knefelkamp 1999:5)
"general overview of an individual's intellectual development that is derived from the analysis of several interviews about the topics of ways of knowing and the nature of knowledge and education;" (Knefelkamp 1999:5)
""Contextual Perry" -the particular way of thinking associated with a particular context such as an academic discipline, a religious belief system, or a specific course (" (Knefelkamp 1999:5)
"3) "Functional Regression"-the phenomenon seen when adult learners undertake new learning in a new learning environment and "functionally" regress to multiplistic thinking until they feel comfortable in the new environment (we first observed this with graduate students)." (Knefelkamp 1999:5)
"cultural perspectives and values affect the student data and the rating or evaluation methods." (Knefelkamp 1999:5)
""Relativism;' he would say, "means relative to what-to something-it implies comparison, criteria" (Knefelkamp 1999:5)
"and judgment!"" (Knefelkamp 1999:6)
"phrase contextual relativism" (Knefelkamp 1999:6)
"Thus, it is primarily Positions 2 through 5 that are significant in the context of student learning." (Knefelkamp 1999:6)
"Position 9 was a resolve to continue with these competing and interlocking aspects of one's self and one's life--not a resolution of the conflicts. Nine is an active existential stance." (Knefelkamp 1999:6)
"alternatives to growth" (Knefelkamp 1999:6)
"retreat allows us greater insight into the difference between the naive dualism of the new learner and the pernicious dualism of the angry bigot in retreat from complexity." (Knefelkamp 1999:6)
"Perhaps the concept of temporizing does need modification." (Knefelkamp 1999:6)
"Introduction XX! the multiple commitments Position 8 was actually quite elongated in time, as it reflected not just the experience of the consequences of the initial commitment made in Position 7 but now Elaborations Contextual Anticipation, Experience on Dualism Relativism of Commitment Figure 1.1." (Knefelkamp 1999:6)
Position 8 was actually
quite elongated in time, as it reflected not just the experience of the
consequences of the initial commitment made in Position 7 but now
Elaborations
on Dualism
Contextual
Relativism
Figure 1.1.
Anticipation, Experience
of Commitment
the multiple commitments (note on p.6)
"Women's Ways of Knowing" (Knefelkamp 1999:7)
"Knowledge, Difference, and Power (Goldberger, Tarule, Clinchy, and Belenky, 1996)" (Knefelkamp 1999:7)
"King and Kitchener's model of Reflective Judgment" (Knefelkamp 1999:7)
"Student Development in C.ollege (Evans, Forney, and Guido-DiBrito, 1998 )," (Knefelkamp 1999:7)
"Basseches's work Dialectical Thinking and Adult Develop. mentis another cognitive-structural model which bears Perry's influence." (Knefelkamp 1999:7)
"Robert Kegan acknowledges his influence in The Evolving Self and uses the famous spiral diagram Perry originated to illustrate the evolving model." (Knefelkamp 1999:7)
"(This spiral is also used by David Kolb in his work on learning styles.)" (Knefelkamp 1999:7)
"Milton Bennett's widely used model of intercultural sensitivity ("Towards Ethnorelativism: A Developmental Model of Intercultural Sensitivity")" (Knefelkamp 1999:7)
"We identified four variables that seemed to underlie the developmental model: I) the student's experience of and response to diversity; 2) the amount of authority-provided structure for the learning environment; 3) the nature of experiential learning that was experienced as part of the class; and 4) the degree to which the class could be characterized as respectful, collaborative, and able to relate the subject matter to the context of the students' lives {personalism)." (Knefelkamp 1999:8)
Structure
Introduction (Knefelkamp, 1999)
Cognitive and ethical growth: The making of meaning. (Perry & Chickering, 1997)
Structure
p76. Intro
p78. Scheme of Development
Figure 1. Scheme of Cognitive and Ethical Development
My Notes
Dualism. Division of meaning into two realms-Good versus Bad, Right versus Wrong, We versus They, All that is not Success is Failure, and the like. Right Answers exist somewhere for every problem, and authorities know them. Right Answers are to be memorized by hard work. Knowledge is quantitative. Agency is experienced as "out there" in Authority, test scores, the Right job.
Multiplicity. Diversity of opinion and values is recognized as legitimate in areas where right answers are not yet known. Opinions remain atomistic without pattern or system. No judgments can be made among them so "everyone has a right to his own opinion; none can be called wrong." [not necessarily always true; not all opinions and values are correct or appropriate].
Relativism. Diversity of opinion, values, and judgment derived from coherent sources, evidence, logics, systems, and patterns allowing for analysis and comparison. Some opinions may be found worthless, while there will remain matters about which reasonable people will reasonably disagree. Knowledge is qualitative, dependent on contexts.
Commitment (uppercase C). An affirmation, choice, or decision (career, values, politics, personal relationship) made in the awareness of Relativism (distinct from lowercase c of commitments never questioned). Agency is experienced as within the individual.
-----
Temporizing. Postponement of movement for a year or more.
Escape. Alienation, abandonment of responsibility. Exploitation of Multiplicity and Relativism for avoidance of Commitment.
Retreat. Avoidance of complexity and ambivalence by regression to Dualism colored by hatred of otherness.
----
Figure 2. A Map of Development
p80. Positions 1 through 5
p90. Deflections from Growth
p92. Development Resumed
p96. Dialectical Logic of Commitments
p97. Development Recursive
p98. Further Explorations with the Scheme
p102. Cognitive Styles, Learning Strategies, and Development
p107. Values and Costs
Extracted Annotations (9/25/2017, 7:25:39 PM)
"These structurings of meaning, which students revise in an orderly sequence from the relatively simple to the more complex, determine more than your students' perception of you as teacher; they shape the students' ways of learning and color their motives for engagement and disengagement in the whole educational enterprise." (Perry and Chickering 1997:77)
"This chapter illustrates, in students' own words, the typical course of development of students' patterns of thought." (Perry and Chickering 1997:77)
"After the manner of the time, we supposed the differences arose from differences in "personality types." However, as the same students returned to report their experience year by year, we were startled by their reinterpretations of their lives" (Perry and Chickering 1997:77)
"Then these reinterpretations seemed to fall into a logical progression." (Perry and Chickering 1997:77)
""Pilgrim's Progress" of ways of knowing" (Perry and Chickering 1997:77)
"This map of sequential interpretations of meaning, or §E.i!f!'!Jf!_gf_ develop!!J:_f!.fl!., has since been found to be characteristic of the development of students' thinking throughout a variety of educational settings (see this chapter's reference section)." (Perry and Chickering 1997:78)
"Positions are by definition static, and development is by definition movement. It was therefore the Transitions that were so fresh and intriguing." (Perry and Chickering 1997:78)
"True Authorities must be Right, the others are frauds. We remain Right. Others must be different and Wrong. Good Authorities give us problems so we can learn to find the Right Answer by our own independent thought." (Perry and Chickering 1997:79)
"Then some uncertainties and different opinions are real and legitimate temporarily, even for Authorities. They're working on them to get to the Truth." (Perry and Chickering 1997:79)
"Then all thinking must be like this, even for Them. Everything is relative but not equally valid. You have to understand how each context works. Theories are not Truth but metaphors to interpret data with. You have to think about your thinking." (Perry and Chickering 1997:79)
"This is how life will be. I must be wholehearted while tentative, fight for my values yet respect others, believe my deepest values right yet be ready to learn. I see that 1 shall be retracing this whole journey over and over-but, I hope, more wisely." (Perry and Chickering 1997:79)
"Dualism. Division of meaning into two realms-Good versus Bad, Right versus Wrong, We versus They, All that is not Success is Failure, and the like. Right Answers exist somewhere for every problem, and authorities know them. Right Answers are to be memorized by hard work. Knowledge is quantitative. Agency is experienced as "out there" in Authority, test scores, the Right job. Multiplicity. Diversity of opinion and values is recognized as legitimate in areas where right answers are not yet known. Opinions remain atomistic without pattern or" (Perry and Chickering 1997:79)
"system. No judgments can be made among them so "everyone has a right to his own opinion; none can be called wrong." Relativism. Diversity of opinion, values, and judgment derived from coherent sources, evidence, logics, systems, and patterns allowing for analysis and comparison. Some opinions may be found worthless, while there will remain matters about which reasonable people will reasonably disagree. Knowledge is qualitative, dependent on contexts. Commitment (uppercase C). An affirmation, choice, or decision (career, values, politics, personal relationship) made in the awareness of Relativism (distinct from lowerc case of commitments never questioned). Agency is experienced as within the individual. Temporizing. Postponement of movement for a year or more. Escape. Alienation, abandonment of responsibility. Exploitation of Multiplicity and Relativism for avoidance of Commitment. Retreat. Avoidance of complexity and ambivalence by regression to Dualism colored by hatred of otherness." (Perry and Chickering 1997:80)
"Position 1: Basic Duality. This is the Garden of Eden, with the same rules. Here the student is embedded in a world of We-Right-Good (Other-Wrong-Bad is "out there"). We called this Basic Duality. Right Answers for everything exist in the Absolute, and these are known to Authorities, whose role is to mediate (teach) them. Knowledge and goodness are perceived as quantitative accretions of discrete rightnesses to be collected by hard work and obedience" (Perry and Chickering 1997:80)
"Position 2: Multiplicity Prelegitimate. True authority may perform its proper role of direct mediation while complexities confuse pretenders:" (Perry and Chickering 1997:81)
"So in Position 2, the student has given meaning to diversity, uncertainty, and complexity in Authority's realm by accounting for them as unwarranted confusion in poorly qualified Authorities or as mere exercises set by Authority "so we can learn to find The Answer for ourselves."" (Perry and Chickering 1997:82)
"Position 3: Multiplicity Legitimate but Subordinate. If even Scientific Authority does not yet know all Truths in its own domain, one must, presumably, settle for less, at least for now:" (Perry and Chickering 1997:82)
"The Truth is still there to be found in the Laplacean Universe. Some diversity of opinion, therefore, is legitimate, but temporary." (Perry and Chickering 1997:82)
"But in the uncertainty of a legitimized Multiplicity, coupled with a freedom that leaves "amount" of work "up to you" and Authority ignorant of how much you do, rightness and hard work vanish as standards. Nothing seems to be left but "good expres· sion," and Authorities are suspected of different or obscure standards" (Perry and Chickering 1997:83)
"Here, as in every transitional phase, the issues of development hang in the balance. The students have not yet distinguished between legitimate abstract thought and its counterfeit, "bull."" (Perry and Chickering 1997:83)
"Position 4a: Multiplicity (Diversity and Uncertainty) Coordinate with the "known."" (Perry and Chickering 1997:84)
"The pure statement that, in the domain of uncertainty, to "have" an opinion makes it as "right" as any other expresses an egocentric personalism that we called Multiplicity." (Perry and Chickering 1997:85)
"An opinion is related to nothing whatever-evidence, reason, experience, expert judgment, context, principle, or purpose-except to the person who holds it." (Perry and Chickering 1997:85)
"All that Authority cannot prove to be Wrong is Right. This structuring of meaning is therefore still dualistic; the world so construed is not yet open to Relativism's analysis, rules of evidence, disciplines of inference, and concern for the integrity of interpretations and systems of thought." (Perry and Chickering 1997:85)
"What teacher has not experienced despair in trying to explain to a student at this level of development that grades depend, not on the quantity of work and "facts" and, especially, unsupported "opinions," but on the quality of the relationships between data and interpretations?" (Perry and Chickering 1997:85)
"The capacity for meta-thought, for comparing the assumptions and processes of different ways of thinking, has not yet emerged. This is perhaps the most critical moment in the whole adventure for both student and teacher." (Perry and Chickering 1997:85)
""Some facts" is still a quantitative criterion, but it opens the door to the qualitative notion of "better" (rather than right-wrong) opinions." (Perry and Chickering 1997:86)
"Position 4b: Relativism Subordinate. The more trusting Adherent students seemed to find a smoother path. Their integrity seemed less entrenched in Multiplicity's fortress: "They have No Right to Call Me Wrong." Trusting in Authority to have valid grounds for grading even in areas of uncertainty, they set themselves to discover those grounds." (Perry and Chickering 1997:86)
"Here the correction from "what they want" to "the way they want you to think" signals the discovery of the articulation of the "concrete" with the "complex" in "weighing" relationships-a mode of thought that is the structural foundation of Relativism." (Perry and Chickering 1997:87)
"The weighing of "more than one factor," or, as this student later explained, "more than one approach to a problem," forces a comparison of patterns of thought-that is, a thinking about thinking." (Perry and Chickering 1997:87)
"The person, previously a holder of meaning, has become a maker of meaning. For most students, as for this student, the event seems to be conscious and explicit; that is, the initial discovery of meta-thought occurs vividly in foreground," (Perry and Chickering 1997:87)
"Transition from Position 4b (Relativism Subordinate) to Position 5 (Relativism)." (Perry and Chickering 1997:87)
"an understanding of the forms that such transitions take would seem fundamental to curriculum design and teaching strategies. The transitions we have noted so far appear to start with assimilation of some incongruity to an extant paradigm. In the transition just traced, for instance, the student first perceived relativistic thinking simply as a special case in the general dualistic frame of "what They want." But this assimilation turned out to be a Trojan Horse, its inner forms emerging to overwhelm its simplistic host and force an accommodation of fundamental assumptions. Education has thus changed from collecting "what They want" to developing a way of thinking shared by both teacher and student." (Perry and Chickering 1997:88)
"the accommodation takes the form of a radical reversal of part and whole, detail and context: the task of generating and comparing several interpretations of a poem, for example, may first be assimilated as a special case into the larger context of "what They want." In short, contextual relativism is perceived as if it were similar to "right answers." And yet it is also perceived as not quite similar: "As soon as I saw what they wanted ... well, no, not what they wanted but the way they wanted you to think. ... " The shift from "what" (content) to "way" (generalized process), being amove to a higher level of abstraction, frees the "way" to become context, displacing the "what" and relegating it to the status of a particular. In other instances, accommodation appears to be brought about by the sheer weight of quantitative expansion of the assimilated incongruity: uncertainties or diversities multiply until they tip the balance against certainty and homogeneity, precipitating a crisis that forces the construction of a new vision of the world, be it one marked by cynicism, anxiety, or a new sense of freedom." (Perry and Chickering 1997:88)
"use of analogy-what Piaget called decalage-is doubtless involved in these processes and will become more evident in the remaining steps of the journey. Vertical decalage manifests itself in the "lifting" of a pattern of meaning from a concrete experience and using it as an analogue for meaning at a level of greater abstraction." (Perry and Chickering 1997:88)
"This comparison of interpretations and thought systems with one another introduces meta-thinking, the capacity to examine thought, including one's own. Theories become, not "truth," but metaphors or "models," approximating the order of observed data or experience. Comparison, involving systems of logic, assumptions, and inferences, all relative to context, will show some interpretations to be "better," others "worse," many worthless. Yet even after extensive analysis there will remain areas of great concern in which reasonable people will reasonably disagree. It is in this sense that relativism is inescapable and forms the epistemological context of all further developments." (Perry and Chickering 1997:88)
"Position 5: Relativism. Let us now examine the reactions of students to the simultaneous discovery of disciplined meta-thought and irreducible uncertainty." (Perry and Chickering 1997:88)
"This process of drawing an analogy between different areas of experience (horizontal dixalage) highlights the fact that individuals mature their cognitive structures at different rates in different areas of their lives. They can thus transfer the more advanced patterns of thought learned in one area to areas in which they have been thinking more simplistically. The student just quoted has used relativism learned in academic work to broaden his understanding of others and expand his social skills. No doubt this has increased his potential for empathy. However, the salient initial experience is usually one of expanded competence:" (Perry and Chickering 1997:89)
"In this powerful statement, the responsibility and initiative that used to be the domain of Authority (leaving that of obedience to the student), have been internalized. This sense of agency as a learner is expressed first, appropriately enough, in a care for precision of thought within given contexts." (Perry and Chickering 1997:89)
"Their explorations may occupy them for more than a year before they sense a necessity to orient themselves in a relativistic sea through their own Commitments (see the discussion of Positions 6-9)." (Perry and Chickering 1997:89)
"We shall leave our students poised in their journey at this realization that even the most careful analytical thought and logical reasoning will not, in many areas vital to their lives, restore the hope of ultimate rightness and certainty promised by Authority in the Eden they have left behind. "I'm not sure how to make any decision at alL" At this moment, the potential for apathy, anxiety, and depression may appear alarming clinically, and the potential for cynicism equally alarming educationally. Looking back to the dualistic worlds of Positions l-3, we can observe that the students and much of the environment were conspiring to maintain the illusion that meaning existed "out there," along with rightness, power, and sound advice. One should, of course, try to "think for oneself," but when such efforts end in uncertainty and confusion, one naturally appeals to external authority, secure in the expectation of an answer. Students in this frame of mind present themselves to "career counselors" expecting to be told "the right job" or even to be "placed" in it. "What do the tests say my interests are?"" (Perry and Chickering 1997:90)
"Temporizing. Some students simply waited, reconsigning the agency for decision to some event that might turn up:" (Perry and Chickering 1997:90)
"Retreat." (Perry and Chickering 1997:91)
"Escape." (Perry and Chickering 1997:91)
"We know from everyday observations and from studies of adults (Keniston, 1960; Vaillant, 1977; Salyard, in progress) that the alienation we called Escape can become a settled condition. For the students reporting their recovery of care, however, their period of alienation appears as a time of transition. In this time the self is lost through the very effort to hold onto it in the face of inexorable change in the world's appearance. It is a space of meaninglessness between received belief and creative faith. In their rebirth they experience in themselves the origin of meanings, which they had previously expected to come to them from outside." (Perry and Chickering 1997:92)
"Position 6: Commitment Foreseen. Students who were able to come more directly to grips with the implications of Relativism frequently referred to their forward movement in terms of commitments." (Perry and Chickering 1997:92)
"Positions 7-9: Evolving Commitments." (Perry and Chickering 1997:94)
"If one knows one's Commitments are to flow and fluctuate and conflict and reform, is one committed at all? This is the first of the many paradoxes the students encountered in working out their Commitments." (Perry and Chickering 1997:96)
"In reporting the original study, I pointed to an array of such polarities in the account of a single student in his senior year (Perry, 1970, pp. 167-176). They included certainty versus doubt, focus versus breadth, idealism versus realism, tolerance versus contempt, internal choice versus external influence, action versus contemplation, stability versus flexibility, and own values versus others' values. Because a polarity of this kind does not represent the poles of a continuum, it cannot be resolved simply by finding some balance point or compromise." (Perry and Chickering 1997:96)
"It holds its vision with a kind of provisional ultimacy: remembering its inadequacy and open to new truth but also committed to the absoluteness of the truth which it inadequately comprehends and expresses." (Perry and Chickering 1997:96)
"Symbols are understood as symbols. They are seen through in a double sense: ( 1) their time-place relativity is acknowledged and (2) their character as relative representations of something more nearly absolute is affirmed [Fowler, 1978, p. 22] 0" (Perry and Chickering 1997:97)
"Again, Basseches quotes Fowler regarding the costs of this "identification beyond tribal, racial, class, or ideological boundaries. To be genuine, it must know the cost of such community and be prepared to pay the cost" (Fowler, 1978, pp. 6-7). Basseches' distinction regarding this cost is trenchant: "The cost of this openness to universal community of identification surely includes having to embrace viewpoints in conflict with and contradictory to one's own, rather than avoiding those conflicts with 'separate but equal' or 'live and let live' attitude."" (Perry and Chickering 1997:97)
"It is in the affirmation of Commitments that the themes of epistemology, intellectual development, ethics, and identity merge. Knowing that "such and such is true" is an act of personal commitment (Polanyi, 1958) from which all else follows. Commitments structure the relativistic world by providing focus in it and affirming the inseparable relation of the knower and the known." (Perry and Chickering 1997:97)
"In the poignant realization of our separateness and aloneness in these affirmations, we are sorely in need of community. Our mentors can, if they are wise and humble, welcome us into a community paradoxically welded by this shared realization of aloneness. Among our peers we can be nourished with the strength and joy of intimacy, through the perilous sharing of vulnerability." (Perry and Chickering 1997:97)
"Perhaps the best model for growth is neither the straight line nor the circle, but a helix, perhaps with an expanding radius to show that when we face the "same" old issues we do so from a different and broader perspective (Perry, 1977b)." (Perry and Chickering 1997:97)
"Lee Knefelkamp and Widick reported on college-level courses taught through "Developmental Instruction" based on the scheme. They adjusted four instructional variables to their students' Positions on the scheme: (1) diversity, (2) learning activity, (3) degree of structuring of assignments, and (4) personalism" (Perry and Chickering 1997:99)
"Elaborations and Extensions" (Perry and Chickering 1997:99)
"4 dialectical logic in the upper stages of development. King ( I 977a) documents a decline in strictly Piagetian formal operations from high school through graduate school, remarking that such logic, so necessary to solutions of "puzzles" in physics, is inadequate for addressing "problems" in life. I would add that a premise common to most formal logic, namely that nothing can be A and not-A at the same" (Perry and Chickering 1997:100)
"Use of the Scheme to Illuminate Particular Areas of Education." (Perry and Chickering 1997:100)
"Design and Evaluation of Curriculums, Instruction, and Advising" (Perry and Chickering 1997:101)
"Instrumentation." (Perry and Chickering 1997:101)
"Two standards apply to all such instrumentations. Experimenters will naturally 5 require quite precise assessments. For ordinary teaching purposes, however, rough-hewn groupings of students evidencing dualistic thinking, multiplistic thinking, and relativistic thinking will provide ample base for such differential instruction as is economically possible in most classes." (Perry and Chickering 1997:102)
"Pending the further development of measurements, it is encouraging to note that in classes with up to forty students, teachers who have simply tuned their ears to the distinctions among modes of thought outlined in this chapter have found themselves able to distinguish students in the major levels of development in vivo. Following Knefelkamp's model, they have then been able to create two or three combinations of different supports and challenges appropriate to the major groupings in the class." (Perry and Chickering 1997:102)
"Cognitive Styles, Learning Strategies, and Development" (Perry and Chickering 1997:102)
"Since this student has perceived anew the nature of knowledge and of Authority's relation to it, he has discarded obedience in favor of his own agency as a maker of meaning. He dares to select, to judge, to build. As he studies, his intent is now not simply to conciliate Authority, external or internalized, but to learn on his own initiative." (Perry and Chickering 1997:103)
"From the student's literal interpretation of his assignments and his undifferentiated word-by-word reading, we might guess that he would be rated as stylistically field-dependent rather than field-independent. The probable flatness of his notes and the inevitable confusion among cumulative details in his memory would be congruent with a leveling rather than sharpening manner of cognition. We would rate him more cautious than risk-taking, more constricted than flexible in control, more receptive than perceptive, more nan-ow than broad in scanning, more data-minded than strategy minded, and more descriptive than analytical conceptually." (Perry and Chickering 1997:103)
"Stability and Mutability of Learning Styles." (Perry and Chickering 1997:103)
"Cognitive "Styles" Versus "Strategies" (Perry and Chickering 1997:106)
"cognitive style be used to refer to the relatively stable, preferred configuration of tactics that a person tends to employ somewhat inflexibly in a wide range of environmental negotiations." (Perry and Chickering 1997:106)
"The word strategy could then be used to refer to a configuration of tactics chosen or constructed from an array of available alternatives to address a particular kind of environmental negotiation. In short. a strategy would be dominant over "style."" (Perry and Chickering 1997:106)
"Values and Costs" (Perry and Chickering 1997:107)
"developmental phenomenology." (Perry and Chickering 1997:108)
"I want to burst out to you, my reader, "Look! Do I sound crazy in saying that the students are the source of the meanings they will make of you? All right, so you feel that you are making meaning for them; you know your subject, they do not. But it is the meanings they make of your meanings that matter!"" (Perry and Chickering 1997:108)
Readings
Knefelkamp, L. L. (1999). Introduction. In Forms of Ethical and Intellectual Development in the College Years: A Scheme (pp. xi–xxxviii). San Francisco: Jossey-Bass.
References
Banks,). Multiethnic Education: Theory and Practice (3rd ed.). Boston: Allyn and Bacon, 1994.
Basseches, M. Dialectical Thinking and Adult Development. Norwood: Ablex Publishing Corporation, 1984.
Baxter-Magolda, M. B. Knowing and Reasoning in College: Gender-Related Patterns in Students' Intellectual Development. San Francisco: JosseyBass, 1992.
Belenky, M. F., Clinchy, B. M., Goldberger, N. R., and Tarule, ). M. Women's Ways of Knowing: The Development of Self, Voice, and Mind. New York: Basic Books, 1986.
Bennett, M. "Towards Ethnorelativism: A Developmental Model of Intercultural Sensitivity." In R. M. Page (ed.), Cross Cultural Orientation: New Conceptualizations and Applications. Lanham, MD: University Press of America, 1986.
Browning, D. Generative Man: Psychoanalytic Perspectives. New York: Dell Publishing, 1973.
Canon, K. Katie's Canon: Woman ism and the Soul of the Black Community.
New York: Continuum, 1995.
Chickering, A., and Associates. The Modern American College: Responding
to the New Realities of Diverse Students and a Changing Society. San
Francisco: Jossey-Bass, 1981.
Code, L. What Can She Know? Feminist Theory and the Construction of
Knowledge. Ithaca: Cornell University Press, 1986.
Collins, P. H. Black Feminist Thought. New York: Routledge, 1990.
Daloz, L. Effective Teaching and Mentoring: Realizing the Transformative
Power of Adult Learning Experiences. San Francisco: )ossey-Bass, 1986.
Evans,). E., Forney, D. S., and Guido-DiBrito, F. Student Development in
College. San Francisco: jossey-Bass, 1998.
Fine, M. Framing Dropouts: Notes on the Politics of an Urban Public High
School. Albany: SUNY Press, 1991.
Freire, P. Education for Critical Consciousness. New York: Continuum, 1973.
Gilligan, C. In a Different Voice: Psychological Theory and Women's Development.
Cambridge: Harvard University Press, 1993. (Original work
published in 1982.)
Goldberger, N., Tarule, )., Clinchy, B., and Belenky, M. Knowledge, Difference,
and Power: Essays Inspired by Women's Ways of Knowing. New
York: Basic Books, 1996.
Henderson, A. Perry-isms. Personal Manuscript, 1998.
fntroduction xxxvii
Kegan, R. The Evolving Self Cambridge: Harvard University Press, 1982.
King, P.M., and Kitchener, K. S. Developing Reflective Judgment: Understanding
and Promoting Intellectual Growth and Critical Thinking in
Adolescents and Adults. San Francisco: )ossey-Bass, 1994.
Knefelkamp, L. L. Developmental Instruction: Fostering Intellectual and Personal
Growth in College Students. Unpublished Doctoral Dissertation,
University of Minnesota, Minneapolis, 1974.
Knefelkamp, L. L. "Faculty and Student Development in the '80s: Renewing
the Community of Scholars." In Current Issues. Washington, DC: The
American Association of Higher Education, 1980. Also in: H. F.
Owens, D. H. Witten, and W. R. Bailey (eds.), College Student Personnel
Administration: An Anthology. Springfield, IL: Thomas, 1982,371-391.
Knefelkamp, L. L., and Cornfeld, ). L. "Combining Student Stage and Style
in the Design of Learning Environments." Paper presented at the annual
meeting of the American College Personnel Association, Los
Angeles, 1979.
Knefelkamp, L. L., and Slepitza, R. "A Cognitive-Developmental Model of
Career Development: An Adaptation of the Perry Scheme:' Counseling
Psychologist, 1976, 6(3), 53-58. Also in: C. A. Parker (ed.), Encouraging
Development in College Students. Minneapolis: University
of Minnesota Press, 1978.
Knefelkamp, L. L., Widick, C., and Parker, C. A. Applying New Developmental
Findings. New Directions for Student Services, no. 4. San Francisco:
)ossey-Bass, 1978.
Kolb, D. A. Experiential Learning: Experience as the Source of Learning and
Development. Englewood Cliffs, NJ: Prentice Hall, 1981.
Mentkowski, M., Moeser, M., and Strait, M. ). Using the Perry Scheme of
Intellectual and Ethical Development as a College Outcomes Measure:
A Process and Criteria for Judging Student Performance. 2 vols. Milwaukee,
WI: Alverno College Productions, 1983.
Minnich, E. K. Transforming Knowledge. Philadelphia: Temple University
Press, 1990.
Moore, W. S. «The Learning Environment Preferences: Exploring the Construct
Validity of an Objective Measure of the Perry Scheme of Intellectual
Development." Journal of College Student Development, 1989,
30, 504-514.
Parker, C. A. ( ed.). Encouraging Development in College Students. Minneapolis:
University of Minnesota Press, 1978.
Parks, S. The Critical Years: The Young Adults Search for a Faith to Live By.
New York: HarperCollins, 1986.
Perry, W. G., Jr. Farms of Intellectual and Ethical Development in the College
Years: A Scheme. New York: Holt, Rinehart, & Winston, 1970.
Perry, W. G., Jr. "Sharing in the Costs of Growth." In C. A. Parker (ed.), Encouraging
Development in College Students. Minneapolis: University
of Minnesota Press, 1978,267-273.
Perry, W. G., Jr. "Cognitive and Ethical Growth: The Making of Meaning:•
In A. W. Chickering and Associates, The Modern American College:
Responding to the New Realities of Diverse Swdents and a Changing
Society. San Francisco: )ossey-Bass, 1981,76--116.
Ruddick, S. Materru>l Thinking: Toward a Politics of Peace. Boston: Beacon
Press, 1995. (Original work published in 1989.)
Schlossberg, N. K. "Marginality and Mattering: Key Issues in Building
Community:' ln D. C. Roberts (ed.), Designing Campus Activities to
Foster a Sense of Community (New Directions for Student Services,
no. 48). San Francisco: )ossey-Bass, 1989,5-15.
Schlossberg, N. K., Waters, E. B., and Goodman,). Counseling Adults in
Transition: Linking Practice with Theory. (2nd ed.) New York:
Springer Publishing Company, 1995.
Widick, C. An Evaluation of Developmental Instruction in a University Setting.
Unpublished Doctoral Dissertation, University of Minnesota,
Minneapolis) 1975.
Widick, C., Knefelkamp, L. L., and Parker, C. A. "The Counselor as a Developmental
Instructor." Counselor Education and Supervision, 1975, 14,
286--296.
Widick, C., and Simpson, D. "Developmental Concepts in College Instruc·
tion." ln C. A. Parker ( ed.), Encouraging Development in College Students.
Minneapolis: University of Minnesota Press, 1978.
Perry, W., & Chickering, A. (1997). Cognitive and ethical growth: The making of meaning. College Student Development and Academic Life, 4, 48–116. Retrieved from https://books.google.com/books?hl=en&lr=&id=xsO1IlWMEOAC&oi=fnd&pg=PA48&dq=%22in+a+faculty+meeting+(Perry,+1959)+and+read+one+student%27s+comment+as+my%22+%22the+time,+no+one,+myself+included,+stopped+to+inquire+whether+this%22+%22and+have+tried+to+teach%22+&ots=TUcVkrNQI7&sig=mtxKg6d87nxoYQ3yiNDCLacav10
References
Adams, H. B. The Education of Henry Adams. New York: Modern Library, 1931. (Originally
published 1907.)
Allport, G. W. Becoming. New Haven, Conn.: Yale University Press, 1955.
Baron, J. "Some Theories of College Instruction." Higher Education, 1975, 4, 149-172.
Basseches, M. "Beyond Closed-System Problem-Solving: A Study of Meta-Systematic Aspects
of Mature Thought." Unpublished doctoral dissertation, Harvard University,
1978.
Blake, L. "A Measure of Developmental Change: A Cross-Sectional Study." Paper presented
at 84th annual meeting of the American Psychological Association, Washington,
D.C., September 1976.
Boyd, D. "Some Thoughts on a Comparison of Perry and Kohl berg." Unpublished manuscript,
Harvard University, 1972.
Broughton, J. M. "The Development of Natural Epistemology in Adolescence and Early
Childhood." Unpublished doctoral dissertation, Harvard University, 1975.
Buerk, D. "Women and Math Anxiety/Avoidance: A Developmental Approach." Doctoral
dissertation proposal, State University of New York at Buffalo, 1979.
Camus, A. TheMythofSisyphus. New York: Knopf, 1955.
Chandler, M. J. "Relativism and the Problem of Epistemological Loneliness." Human Development,
1975,18, 171-180.
Chickering, A. W. "Developmental Change as a Major Outcome." In M. T. Keeton and
Associates, Experiential Learning: Rationale, Characteristics, and Assessment. San
Francisco: Jossey-Bass, 1976.
Chickering, A. W. "A Conceptual Framework for College Development." Unpublished
manuscript, Empire State College.
Chickering, A. W. "The Developmental and Educational Needs of Adults." Unpublished
manuscript, Empire State College.
Clement, L., and others. "Paraprofessionals-Development of Our Systems and Our Human
Resources-a Model for Training." Paper presented at the Maryland Student
Affairs Conference, University of Maryland, March 1977.
Clinchy, B., Lief, J., and Young, P. "Epistemological and Moral Development in Girls
from a Traditional and a Progressive High School." Journal of Educational Psychology,
1977,69 (4), 337-343.
Clinchy, B., and Zimmerman, C. "Cognitive Development in College." Unpublished paper,
Wellesley College, June 1975.
Connell, C. W. "Attitude and Development as Factors in the Learning of History: The
Work of William Perry." Paper presented to the annual meeting of the American His·
torical Association, San Francisco, 1978.
Copes, J. "Forms and Patterns: A Book Review." The Herald. Geneva, New York: Hobart
and William Smith Colleges, 1979.
Copes, L. "Teaching Models for College Mathematics." Unpublished doctoral dissertation,
Syracuse University, 1974.
Copes, L. "Mathematics Education-or Vice Versa?" Paper presented at meeting of Seaway
Section, Mathematical Association of America, l976a.
Copes, L. "Musings on Growing." Unpublished manuscript presented to the Ithaca College
faculty as an invitation to the Ithaca Perry Conference, 1976b.
Copes, L. "Mathematics and the Perry Development Scheme." Paper presented at 3rd
International Conference on Educational Mathematics, 1978.
William G. Perry, Jr. 111
Copes, L. "College Teaching, Mathematics, and the Perry Development Scheme." Unpublished
paper, Institute for Studies in Educational Mathematics, St. Paul, Minn.,
1980.
Copes, L. "The Perry Development Scheme and the Teaching of Mathematics." In D. Tall
(Ed.), Proceedings of the Third International Conference for Psychology in Mathematics
Education. Warwick, England: University of Warwick, in press.
Cornfeld, J., and Knefelkamp, L. "Application of Student Development Theory to Graduate
Education Sequence. The Developmental Instruction Design of a Year-Long
Counselor Education Curriculum." In Integrating Student Development Services and
Professional Educations. The Maryland Approach. A Commission XII sponsored presentation
at the American College Personnel Association National Convention, Denver,
1977.
Danserau, D. Learning Strategies: A Review and Synthesis of the Current Literature. US
AFHRL Technical Report 74-70, December 1974.
Entwistle, N., and Hounsell, D. "How Students Learn: Implications for Teaching in
Higher Education." In N. Entwistle and D. Hounsell (Eds.), How Students Learn. Lancaster,
England: Institute for Research and Development in Post-Compulsory Education,
University of Lancaster, 1975.
Fowler, J. W. "Mapping Faith's Structures: A Developmental Overview." In J. W. Fowler,
S. Keen, and J. Berryman (Eds.), Life-Maps: The Human Journey of Faith. Waco,
Tex.: Word Books, 1978.
Froberg, B., and Parker, C. A. "Progress Report on the Developmental Instruction Project."
Minneapolis: College of Agriculture, University of Minnesota, 1976.
Gilligan, C. "In a Different Voice: Women's Conceptions of Self and of Morality." Harvard
Education Review, 1977,47, 481-517.
Gilligan, C., and Murphy, J. M. "The Philosopher and the 'Dilemma of Fact': Evidence
for Continuing Development from Adolescence to Adulthood." In D. Kuhn (Ed.),
New Directions for Child Development: Intellectual Development Beyond Childhood,
no. 5. San Francisco: Jossey-Bass, 1979.
Goldberger, N. "Developmental Assumptions Underlying Models of General Education."
Paper presented at Conference on General Education, William Patterson College,
1979a.
Goldberger, N. "Meeting the Developmental Needs of the Early College Student: The
Simon's Rock Experience." Unpublished manuscript, Simon's Rock Early College,
1979b.
Goldberger, N., Marwine, A., and Paskus, J. "The Relationship Between Intellectual Stage
and the Behavior of College Freshmen in the Classroom." Unpublished manuscript,
Simon's Rock Early College, 1978.
Goldsmith, S. "Application of the Perry Schema in a College Course on Human Identity."
Pupil Personnel Services Journal, Minnesota Department of Education, 1977, 6 (!),
185-196.
Hartley, A. "Contexts for Learning." Bulletin of the Office of Educational Development,
University of Wisconsin at Green Bay, September 1974.
Hartley, A. "Contexts for Academic Achievement." Bulletin of the Office of Educational
Development, University of Wisconsin at Green Bay, August 1973.
Heffernan, J. "Identity Formation, Identity Orientations, and Sex Differences Related to
College Environment Features: A Comparative Study of Conventional and Innovative
Undergraduate Programs." Unpublished doctoral dissertation, University of Michigan,
1971.
112 Today's Students and Their Needs
Heffernan, J. "An Analytical Framework for Planning and Research in Higher Educa·
tion." Liberal Education, 1975, 61, 493·503.
Heffernan, J., and Griffith, J. "Implications of a Dialectical Model for Extending the
Perry Scheme of Development." Paper presented at the Association for the Study of
Higher Education, Syracuse University, 1979.
Holden, J. C. "Structures of Ego Development in the College Student: An Interdisci·
plinary Approach." Unpublished doctoral dissertation, University of Wisconsin at
Madison, 1978.
Holmes, L. "The Nature of Hope." Senior honors thesis, Harvard College, 1974.
Hursh, B. A., and Barzak, L. "Toward Cognitive Development Through Field Studies."
Journal of Higher Education, 1979, 50, 63· 78.
Johnson, J. "Freshman Responses to Autonomous Learning: A Study of Intrinsic Versus
Extrinsic Dispositions to Learn." Unpublished doctoral dissertation, University of Min·
nesota, 1975.
Kagan, J., and Kogan, N. "Individual Variation in Cognitive Processes." In P. H. Mussen
(Ed.), Carmichael's Manual of Child Psychology. Vol. 1. New York: Wiley, 1970.
Kaul, T. J. "Students' Schemes and Harvard Dreams." Contemporary Psychology, 1971,
16, 657-658.
Kegan, R. G. "Ego and Truth: Personality and the Piaget Paradigm." Unpublished doc·
toral dissertation, Harvard University, 1977.
Kegan, R. G. "The Evolving Self: A Process Conception for Ego Psychology." The Counseling
Psychologist, 1979, 8 (2), 5-34.
Keniston, K. The Uncommitted. New York: Harcourt Brace Jovanovich, 1960.
King, P. M. "Perry's Scheme of Intellectual and Ethical Development: A Look at Assessment."
Unpublished manuscript, University of Minnesota, 1975.
King, P. M. "The Study of Commitment: Pursuing an Ambiguous Construct." Paper pre·
sented at 84th annual meeting of the American Psychological Association, Washington,
D.C., September 1976.
King, P. M. "The Development of Retlective Judgment and Formal Operational Thinking
in Adolescents and Young Adults." Unpublished doctoral dissertation, University of
Minnesota, 1977a.
King, P. M. "Taking a Stand with Yourself: Making Commitments in a Relativistic
World." Unpublished manuscript, University of Minnesota, 1977b.
King, P.M. "William Perry's Theory of Intellectual and Ethical Development." In L.
Knefelkamp, C. Widick, and C. A. Parker (Eds.), New Directions for Student Services:
Applying New Developmental Findings, no. 4. San Francisco: Jossey-Bass, 1978.
King, P.M., and Parker, C. A. "Assessing Intellectual Development in the College Years."
A report from the Instructional Improvement Project, University of Minnesota, 1978.
Kitchener, K. S. "Intellect and Identity: Measuring Parallel Processes in the Perry
Scheme." Unpublished manuscript, University of Minnesota, 1976a.
Kitchener, K. S. "The Perry Scheme: A Review and Critique." Paper presented at 84th
annual meeting of the American Psychological Association, Washington, D.C., 1976b.
Kitchener, K. S. "Intellectual Development in Late Adolescents and Young Adults: Reflective
Judgment and Verbal Reasoning." Unpublished doctoral dissertation, Univer·
sity of Minnesota, 1977.
Kitchener, K. S. "Retlective Judgment: Concepts in Justification and Their Relationship
to Age and Education." Unpublished manuscript, University of Minnesota, 1979.
Kitchener, K. S., and King, P.M. "Intellectual Development Beyond Adolescence: Retlective
Judgment, Formal Operations, and Verbal Reasoning." Unpublished manuscript,
University of Minnesota, 1978.
William G. Perry, Jr. ll3
Knefelkamp, L. L. "Developmental Instruction: Fostering Intellectual and Personal
Growth in College Students." Unpublished doctoral dissertation, University of Minnesota,
1974.
Knefelkamp, L. L. "Developmental Instruction: Fostering Intellectual and Personal
Growth of College Students." Paper presented at 83rd annual meeting of the American
Psychological Association, Chicago, August 1975.
Knefelkamp, L. L. "Training Manual for Perry Raters and Rater Training Cue Sheets."
Unpublished mimeograph, University of Maryland, 1978.
Knefelkamp, L. L., and Cornfeld, J. L. "Counselor Education Basic Survey." Unpublished
mimeograph, University of Maryland, 1975.
Knefelkamp, L. L., and Cornfeld, J. L. "Application of Student Development Theory to
Graduate Education: The Developmental Instruction Design of a Year-Long Counselor
Education Curriculum." Paper presented at the American College Personnel Association
National Convention, Denver, 1977.
Knefelkamp, L. L., and Cornfeld, J. L. "The Developmental Issues of Graduate Students:
A Model of Assessment and a Model of Response." Paper presented at the American
Personnel and Guidance Association National Convention, Washington, D.C.,
1978.
Knefelkamp, L. L., and Cornfeld, J. L. "Combining Student Stages and Style in the Design
of Learning Environments: Using Holland Typologies and Perry Stages." Paper
presented to the American College Personnel Association, Los Angeles, March 1979.
Knefelkamp, L. L., and Slepitza, R. "A Cognitive-Developmental Model of Career Development:
An Adaptation of the Perry Scheme." The Counseling Psychologist, 1976,6
(3), 53-58. Reprinted in C. Parker (Ed.), Encouraging Development in College Stu·
dents. Minneapolis: University of Minnesota Press, l978a.
Knefelkamp, L. L., and Slepitza, R. A. Comments made in Perry Rater Training Seminar,
University of Maryland, 1978b.
Knefelkamp, L. L., Widick, C., and Parker, C. A. (Eds.). New Directions for Student Services:
Applying New Developmental Findings, no. 4. San Francisco: Jossey-Bass, 1978.
Knefelkamp, L. L., Widick, C., and Stroad, B. "Cognitive-Developmental Theory: A
Guide to Counseling Women." The Counseling Psychologist, 1976, 6 (2), 15-19.
Kohl berg, L. "The Concepts of Developmental Psychology as the Central Guide to Education:
Examples from Cognitive, Moral, and Psychological Education." In M. C. Reynolds
(Ed.), Proceedings of the Conference on Psychology and the Process of Schooling
in the Next Decade: Alternative Conceptions. Washington, D.C., 1975.
Kohlberg, L., and Kramer, R. "Continuities and Discontinuities in Childhood and Adult
Moral Development." Human Development, 1969, 12, 93-120.
Kovacs, I. D. "Development of Cognitive, Coping, and Relational Abilities Through the
Study of Participation in the University." Paper presented at 3rd International Conference
on Improving University Teaching, Newcastle-on-Tyne, England, 1977.
Kroll, M., and Associates. Career Development: Growth and Crisis. New York: Wiley,
1970.
Kurfiss, J. "A Neo-Piagetian Analysis of Erikson's 'Identity' Formulation of Late Adolescent
Development." In S. Modgil and C. Modgil (Eds.), Piagetian Research: Compila·
tion and Commentary. New York: Humanities Press, 1974.
Kurfiss, J. "Late Adolescent Development: A Structural Epistemological Perspective."
Unpublished doctoral dissertation, University of Washington, 1975.
Kurfiss, J. "What Makes Students Grow? A Survey and Theoretical Integration of Literature
on College Student Development." Unpublished manuscript, Eastern Oregon
State College, 1976.
114 Today's Students and Their Needs
Kurfiss, J. "Sequentiality and Structure in a Cognitive Model of College Student Development."
Developmental Psychology, 1977, 13, 565-571.
Lawson, J. M. "Review of the Literature on Perry Research." Unpublished manuscript,
University of Minnesota, 1978.
Letteri, C. A. Research Report of the Center for Cognitive Studies. University of Vermont,
1978.
Mason, K. E. "Effects of Developmental Instruction on the Development of Cognitive
Complexity, Locus of Control, and Empathy in Beginning Counseling Graduate Students."
Unpublished master's thesis, University of Maryland, 1978.
Messick, S., and Associates. Individuality in Learning: Implications of Cognitive Styles
and Creativity for Human Development. San Francisco: J ossey- Bass, 197 6.
Meyer, P. "Intellectual Development: Analysis of Religious Content." The Counseling
Psychologist, 1977, 6 (4), 47-50.
Meyerson, L. "Conception of Knowledge in Mathematics: Interaction with and Applications
to a Teaching Methods Course." Unpublished doctoral dissertation, State University
of New York at Buffalo, 1977.
Murphy, J. M. "Intellectual and Moral Development from Adolescence to Adulthood."
Unpublished manuscript, Harvard University, 1979a.
Murphy, J. M. "Moral Judgment Coding Based on Perry's Scheme." Unpublished manuscript,
Harvard University, 1979b.
Murphy, J. M., and Gilligan, C. "Moral Development in Late Adolescence and Adulthood:
A Critique and Reconstruction of Kohl berg's Theory." Human Development, in press.
Nowakowski, L., and Laughney, J. "Health Education: Theory of Curriculum DesignDevelopmental
Implementation." Unpublished manuscript, School of Nursing, Georgetown
University, 1978.
Orr, C. J. "Communication, Relativism, and Student Development." Communications
Education, 1978, 27 (2), 80-98.
Parker, C. A. (Ed.). Encouraging Development in College Students. Minneapolis: University
of Minnesota Press, 1978a.
Parker, C. A. "Individualized Approach to Improving Instruction." National Association
of Colleges and Teachers of Agriculture Journal, 1978b, 22, 14-28.
Parker, C. A. "Teaching Students to Cope with Complexity and Uncertainty." Unpublished
manuscript, University of Minnesota, 1979.
Parker, C. A., and Lawson, J. M. "From Theory to Practice to Theory: Consulting with
College Faculty." Personnel and Guidance Journal, 1978, 56, 424-427.
Perry, W. G., Jr. "Students' Use and Misuse of Reading Skills: A Report to the Faculty."
Harvard Educational Review, 1959,29 (3), 193-200.
Perry, W. G., Jr. "Examsmanship and the Liberal Arts: An Epistemological Inquiry." In
M. Eastman and others (Eds. ), The Norton Reader. New York: Norton, 1969.
Perry, W. G., Jr. Forms of Intellectual and Ethical Development in the College Years: A
Scheme. New York: Holt, Rinehart and Winston, 1970.
Perry, W. G., Jr. "Counseling." In Annual Report of the Bureau of Study Counsel, Harvard
University, 1973-74. Cambridge, Mass.: Harvard University Press, 1974.
Perry, W. G., Jr. "On Advising and Counseling." In Annual Report of the Bureau of
Study Counsel, Harvard University, 1974-75. Cambridge, Mass.: Harvard University
Press, 1975.
Perry, W. G., Jr. "A Study of Learning." In Annual Report of the Bureau of Study Counsel,
Harvard University, 1975-76. Cambridge, Mass.: Harvard University Press, 1976.
Perry, W. G., Jr. "Comments, Appreciative and Cautionary." The Counseling Psychologist,
1977a, 6 (4), 51-52.
William G. Perry, Jr. 115
Perry, W. G., Jr. "Intellectual and Ethical Forms of Development." In Pupil Personnel
Services Journal, Minnesota Department of Education, 1977b, 6 (1), 61-
68.
Perry, W. G., Jr. "Sharing in the Costs of Growth, and Comments on Chapters 2, 3, 5, and
6." In C. A. Parker (Ed.), Encouraging Development in College Students. Minneapolis:
University of Minnesota, 1978.
Perry, W. G., Jr., and Whitlock, C. P. "Of Study and the Man." ln Harvard Alumni Bulletin,
1958.
Perry, W. G., Jr., and others. Patterns of Development in Thought and Values of Students
in a Liberal Arts College: A Validation of a Scheme. United States Department of
Health, Education, and Welfare, Office of Education, Bureau of Research, Final Report,
Project No. 5-0825, Contract No. SAE-8973, April 1968.
Polanyi, M. Personal Knowledge: Towards a Post-Critical Philosophy. Chicago: University
of Chicago Press, 1958.
Riegel, K. F. "Dialectic Operations: The Final Period of Cognitive Development." Human
Development, 1973, 16, 346-370.
Rust, V. "Review of Forms of Intellectual and Ethical Development in the College Years:
A Scheme, by William G. Perry, Jr." Teachers College Record, December 1970,
305-307.
Salyard, A. "The Educated American: A Study of Intellectual Development in Adulthood."
Doctoral dissertation in progress, University of California at Los Angeles.
Santostefano, S. "Cognitive Controls v. Cognitive Styles: Diagnosing and Treating Cognitive
Disabilities in Children." Seminars in Psychiatry, 1969, 1, 291-3 17.
Slepitza, R. A., and Knefelkamp, L. L. "Perry's Scheme of Intellectual Development: An
Adaptation to Career Counseling." Paper presented at 83rd annual meeting of the
American Psychological Association, Chicago, August 1975.
Slepitza, R. A. "The Validation of Stage Model for Career Counseling." Unpublished master's
thesis, University of Maryland, 1976.
Slepitza, R. A., and Knefelkamp, L. L. "A Cognitive Developmental Model of Career Development:
An Adaptation of the Perry Scheme." The Counseling Psychologist, 1976,
6 (3), 53-58.
Solt, L. F. "Comments about Connell and Rosenzweig Papers Concerning Perry and Kohlberg
Schemes, Respectively." Presented to annual meeting of the American Historical
Association, San Francisco, 1978.
Sorum, J., and Knefelkamp, L. L. "Developmental Instruction in the Liberal Arts: A Dialogue."
Presentation at the Bureau of Study Counsel, Harvard University, 1976.
Stephenson, B. W., and Hunt, C. "Intellectual and Ethical Development: A Dualistic Curriculum
Intervention for College Students." The Counseling Psychologist, 1977, 6 (4),
39-42.
Strange, C. C. "Intellectual Development, a Motive for Education and Learning During
the College Years: A Comparison of Adult and Traditional-Age Students." Unpublished
doctoral dissertation, University of Iowa, 1978.
Syracuse Rating Group. "Rater's Manual: Guide to Assessing 'Position.'" (Working
draft.) Syracuse University, 1978.
Taft, J. The Dynamics of Therapy in a Controlled Relationship. New York: Macmillan,
1933.
Touchton, J. G. "Developmental Programming at a University Career Center~the Maryland
Experience." A Commission XII sponsored presentation at the American College
Personnel Association National Convention, 1977.
Touchton, J. G., and others. "Career Planning and Decision Making: A Developmental
116 Today's Students and Their Needs
Approach to the Classroom." ln C. A. Parker (Ed.), Encouraging Development in College
Students. Minneapolis: University of Minnesota, 1978.
Trabin, T., and Parker, C. A. "Evaluation Report for the Instructional Development Consultation
Project." Unpublished manuscript, University of Minnesota, 1978.
Vaillant, G. E. Adaptation to Life. Boston: Little, Brown, 1977.
Valiga, T. M. "The Cognitive Development and Views about Nursing as a Profession of
Baccalaureate Nursing Students." Doctoral dissertation proposal, Columbia University,
1979.
Welfel, E. R. "The Development of Reflective Judgment: Its Relationship to Year in College,
Major Field, Academic Performance, and Satisfaction with Major among College
Students." Unpublished doctoral dissertation, University of Minnesota, 1979.
Wertheimer, L. "A New Model and Measure for Career Counseling: Incorporating Both
Content and Processing Aspects of Career Concerns." Unpublished master's thesis,
University of Maryland, 1976.
Whitla, D. K. Value Added: Measuring the Outcome of Undergraduate Education. Cambridge,
Mass.: Office of Instructional Research and Evaluation, Harvard University,
1977.
Whitla, D. K. Personal communication, 1978.
Widick, C. "An Evaluation of Developmental Instruction in a University Setting." Unpub·
lished doctoral dissertation, University of Minnesota, 1975.
Widick, C. "The Perry Scheme: A Foundation for Developmental Practice." The Counseling
Psychologist, 1977, 6 (4), 35-38.
Widick, C., Knefelkamp, L. L., and Parker, C. "The Counselor as a Developmental Instructor."
Journal of Counselor Education and Supervision, 1975, 14, 286-296.
Widick, C., and Simpson, D. "Developmental Concepts in College Instruction." In C. A.
Parker (Ed.), Encouraging Development in College Students. Minneapolis: University
of Minnesota, 1978.
Wispe, L. G. "Evaluating Section Teaching Methods in the Introductory Course." Journal
of Educational Research, 1951, 45, 161-186.
Witkin, H. A., Goodenough, D. R., and Karp, S. A. "Stability of Cognitive Style from
Childhood to Young Adulthood." Journal of Personality and Social Psychology, 1967,
7 (3), 291-300
Page updated
Google Sites
Report abuse