ERIC Number: ED248516
Record Type: RIE
Publication Date: 1984-May
Reference Count: 0
Developmental Perspectives on Writing and Intellectual Growth in College.
In establishing a framework for observing and interpreting the interplay among students accumulating knowledge, their intellectual growth, and their ability to express ideas in writing, it is useful to consider the major stage theories and analyze their place in student writing. In general, cognitive stage models describe logical and psychological progressions of qualitatively different stages or positions, each characterized by a unique way of understanding a particular aspect of the environment. Of Piaget's major stages, the concrete/formal progression is most relevant for college thinking. Of Kohlberg's six-stage model, the fourth, fifth and sixth stages, in which the child learns to consider perspectives other than its own, are most relevant. Perry's theory of epistemological development contains nine major positions, which when clustered into four general categories are useful in regard to college thinking. Students developmentally accept a more pluralistic world-view in the college atmosphere, partially because of its demands for thinking, discussing, and writing within a relativistic context. Because writing and the development of reasoning abilities seem to be related, both wiser use of writing throughout the curriculum and instructional design technology based on optimal developmental matching could stimulate intellectual growth in the next generation of learners. (CRH)
Publication Type: Information Analyses; Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Kohlberg (Lawrence); Perry (William); Piagetian Stages
Note: Paper presented at the Annual Meeting of the Conference on College Composition and Communication (35th, New York, NY, March 29-31, 1984).