Cognitive Development

William G. Perry Jr.’s (1968) theory of intellectual and ethical development examined how students interpreted and made meaning of the teaching learning process (Patton, Renn, Guido, & Quaye, 2016). Perry’s (1968) theory begins with simplistic forms, in which dichotomous modes of thinking reign supreme, and concludes with complex forms in which individuals strive to affirm personal commitments (Patton et al., 2016). This theory consists of nine positions, but can be captured in four concepts: dualism, multiplicity, relativism, and commitments. 

Dualism represents a mode of meaning making in which individuals view the world dichotomously and defer to authorities, who seemingly possess the right answers. As a first-year undergraduate student I relied on this mode of thinking. I only regarded certain authority figures, such as my parents, teachers, and coaches, as absolute knowers who possessed the answers I needed. I viewed their knowledge and experience as infallible and absolute. My education as an undergraduate forced me to move beyond thinking in binary, to consider alternative points of view, and to actively listen to voices that differed from my own. Because of this my thinking is now relativistic. Relativistic thinkers can relate ideas to one another and acknowledge that some opinions are of little value (Patton et al., 2016). Knowledge is viewed more qualitatively and is contextually defined, based on supporting evidence and arguments (Patton et al., 2016). Today, I critically examine opinions rather than mindlessly accepting them. To make the movement from relativism to the process of commitment in relativism, however, I need to better solidify my identity, which Perry (1981) defines as essential to affirm one’s commitment. With that said, a college campus and the surrounding community is the perfect forum to hold multiple perspectives and independently arrive at my own conclusions. As a graduate student I have countless opportunities to explore, question, and develop my curiosity, thus expanding my worldview. 

References:

Patton, L. D., Renn, K. A., Guido, F. M., & Quaye, S. J. (2016). Student development in college: Theory, research, and practice. San Francisco, CA: Jossey-Bass.

Perry, W. G., Jr. (1968). Forms of intellectual and ethical development in the college years: A scheme. New York, NY: Holt, Rinehart, & Winston. 

Perry, W. G., Jr. (1981). Cognitive and ethical growth: The making of meaning. In A.W. Chickering (Ed.), The modern American college (pp.76-116). San Francisco, CA: Jossey-Bass.