William Perry’s Scheme of Intellectual and Ethical Development

• Overview:
  • Scheme developed by William Perry to measure cognitive and ethical development.
  • Focuses on undergraduate students' journey through four major stages: Dualism, Multiplicity, Relativism, and Commitment.
  • Each stage is subdivided into 9 positions, describing changes in reasoning as a person matures.
  • Progression through stages can vary by subject and individual.

Stages of Development:

1. Dualism

• Concept: Belief in definitive right and wrong answers known by authorities.
• Positions:
  • Position 1: Basic Dualism
    • Young individuals generally adhere to belief that authorities hold all answers.
    • Obedience to authority emphasized.
  • Position 2: Full Dualism
    • Recognition that different authorities may disagree.
    • Belief that authorities know answers but may not reveal them to teach us to think for ourselves.
  • Transition: Realization that authorities may not have all answers, leading to Position 3.

2. Multiplicity

• Concept: Recognition of conflicting answers and necessity to trust one's inner voice.
• Positions:
  • Position 3: Early Multiplicity
    • Two types of problems: solvable and currently unsolvable.
  • Position 4: Late Multiplicity
    • Realization that some problems are unsolvable; everyone has a right to their opinions.
    • Position 4a: Rebellion
      • Rejecting authority, all opinions seen as valid.
    • Position 4b: Playing the Game
      • Following rules strictly while maintaining personal beliefs.
  • Transition: Acknowledging unpredictability of solutions, moving to Position 5.

3. Relativism

• Concept: Solutions are context-dependent and require evaluation.
• Positions:
  • Position 5: Contextual Relativism
    • All solutions need context and relative support.
    • Distress due to a lack of definitive answers.
  • Position 6: Pre-Commitment
    • Recognition of the need to make reasoned choices and commitments.
  • Transition: Embracing autonomy, seen as a narrowing of choices leading to commitment.

4. Commitment

• Concept: Integration of knowledge with personal experience leading to evolving commitments.
• Positions 7-9: Evolving Commitments
  • Commitment in various domains such as career, values, or relationships.
  • Position 7: Formal commitment made; distinctions in autonomy rather than statements.
  • Positions 8-9: Making multiple commitments and balancing them.

Deflections From Growth and Development

1. Temporizing - halting development at any position for a year or more due to the daunting task of accepting responsibility in additional personal growth.
2. Retreat - developmental regression to previously achieved positions due to the ambiguities presented by relativism.
3. Escape - abandoning responsibility entirely and avoiding commitment by exploiting the ambiguity offered in multiplicity and relativism.

Implications for Students Affairs Professionals

1. structure - exists along continuum from a low degree structure to a high degree of structure. Students in the earlier positions of Perry's framework will benefit from more structure and view it as supportive, whereas students who have reached more advanced positions of development require more autonomy.
2. Diversity - alternative perspectives, belief systems, and values is encouraged. When incorporating diversity into learning activities, quantity and complexity should be considered. Diversity has applications for instructional strategies as well as learning experiences outside of the classroom.
3. Experiential Learning - exists on a continuum ranging from vicarious learning to direct learning. In considering Fatima's needs and those of students like her, students affairs professionals should endeavor to include role-plays and facilitate self-reflection in learning activities. Evan et al (2010) suggest that students in earlier positions of Perry's model are most in need of this type of support.
4. Personalism - Creating a safe environment that encourages risk taking is highly encouraged and valuable. Personalism involves creating enthusiasm for, a personal investment in, and direct feedback about new material. Again, this type of support is particularly important for students in early development positions.

Additional Notes:

• Transition between stages can vary; students may regress or experience distress.
• Later stages involve higher tolerance for differing viewpoints and greater autonomy.
• Perry’s model reflects tendencies in growth and reasoning complexity, not fixed paths.
• Different rates of progression through stages for different subjects or life areas.
• The model highlights personal responsibility in making sense of and standing in ambiguity.