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ERIC Number: ED259286
Record Type: Non-Journal
Publication Date: 1984-Jun
Pages: 30
Abstractor: N/A
Reference Count: N/A
W. G. Perry's Model of Intellectual and Ethical Development: Implications of Recent Research for the Education and Counseling of Young Adults.
Sheese, Ron; Radovanovic, Helen
Liberal arts approaches to university education and many theories of counseling share as a goal the development of critical thinking in the individuals served. Such thinking requires the ability to consider the context within which one is working and the context within which the events and ideas under consideration occur. William Perry has described a sequence of development in university students which suggests that this ability is rare prior to the final years of university. According to the Perry model younger university students assimilate educational and other life experiences to a dualistic (right, wrong; true, false; etc.) world view, only gradually progressing to a relativistic view. The paper includes a review of recent research designed to evaluate the generality of the stages Perry observed. For the most part this research supports the early stages but not later ones. These later stages involve learning to deal with contradictions among various aspects of one's self. Others have dealt with a similar idea under the labels "dialectical logic" and "dialectical operations" (e.g., Basseches, Pascual-Leone) and agree that Perry is expecting dialectial thinking too early in adult development. A variety of stage theories of adult development of self will be reviewed in order to place Perry in this broader context. From this context curricula and counseling strategies which have recently been proposed on the basis of the Perry model will be evaluated. Emphasis will be placed on attempts to teach the process rather than particular products of thinking. (Author)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A