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Line 14: + − Perry theory is seen by many educationalists a a development spectrum, and that a move from dualism to relativism will benefit the student's intellectual growth and development; this can be done by challenging a student's dualistic or multiplistic positions <ref> see, for example the suggested "challenges" to the dualistic and multplistic positions suggested by the University of Colorado: http://www.csub.edu/TLC/options/resources/handouts/scholarship_teaching/perrystheory.html</ref>. A 2005 study by Steven Verhey attempted to move students from simple dualistic positions by asking them to read parts of an ID-friendly, antievolution text, as well as an online refutation of the text and parts of a book presenting evidence for evolution. <ref> In fact Sixty-one percent of students in the intervention streams reported some change in their beliefs; most of these were students who had been initially sympathetic to creationist explanations and moved toward greater acceptance of evolution. For a fuller report on this see: http://www.aibs.org/bioscience-press-releases/051101_engaging_prior_learning_on_creationism_and_evolution_may_benefit_college_biology_students.html</ref>+ − + − + − :[[Friedrich Nietzsche]] − :[[Nihilism]] + − <references/>+ −
→Educators' Perspectives: Spelling/Grammar Check, typos fixed: a a → a
[[Image:PerryBook.jpg|right|150px]]
[[Image:PerryBook.jpg|right|150px]]
'''William Perry's Scheme of Intellectual and Ethical Development''' (1970) specifies a sequence of stages of development of an individual's [[epitemology|epistemolgical]] and [[ethics|ethical]] position <ref> Perry, William G., Jr. (1970), Forms of Intellectual and Ethical Development in the College Years: A Scheme (New York: Holt, Rinehart, and Winston).</ref>. It is a revisionist/secular structural [[theory]], providing a framework into which different philosophies and sets of values can be fitted. Perry's Theoretical framework has been verified and explanded by later [[researcher]]s <ref> See, for example the expanded scheme developed in Belenky, Mary F.; Clinchy, Blythe M.; Goldberger, Nancy R.; & Tarule, Jill M. (1986), Women's Ways of Knowing: The Development of Self, Voice, and Mind (New York: Basic Books). A version of it can be viewed at: http://www.cse.buffalo.edu/~rapaport/perry.positions.html#perrybook</ref> . A brief summary of Perry's original theory is as follows <ref>Summary is largely taken from Ernest, P., 1991, The Philosophy of Mathematics Education, Falmer Press, pp 112-113</ref>:
'''William Perry's Scheme of Intellectual and Ethical Development''' (1970) specifies a sequence of stages of development of an individual's [[epistemology|epistemological]] and [[ethics|ethical]] position.<ref>Perry, William G., Jr. (1970), Forms of Intellectual and Ethical Development in the College Years: A Scheme (New York: Holt, Rinehart, and Winston).</ref> It is a revisionist/secular structural [[theory]], providing a framework into which different philosophies and sets of values can be fitted. Perry's Theoretical framework has been verified and explained by later [[researcher]]s.<ref>See, for example the expanded scheme developed in Belenky, Mary F.; Clinchy, Blythe M.; Goldberger, Nancy R.; & Tarule, Jill M. (1986), Women's Ways of Knowing: The Development of Self, Voice, and Mind (New York: Basic Books). A version of it can be viewed at: http://www.cse.buffalo.edu/~rapaport/perry.positions.html#perrybook</ref> A brief summary of Perry's original theory is as follows:<ref>Summary is largely taken from Ernest, P., 1991, The Philosophy of Mathematics Education, Falmer Press, pp 112-113</ref>
==Dualism==
==Dualism==
Simple [[Dualism]] is a bifurcated structuring of the world between good and bad, right and wrong, us and them. Dualistic views are characterized by simple dichotomies, for example seeing the world as [[Liberal]] v. [[Conservative]]. There is a heavy reliance on [[absolute]]s and [[authority]] as the sources of [[truth]], values and control. Knowledge is rarely justified rationally, but rather by reference to an authority. Dualism implies that actions are either right or wrong.
Simple [[Dualism]] is a bifurcated structuring of the world between good and bad, right and wrong, us and them. Dualistic views are characterised by simple dichotomies, for example seeing the world as [[Liberal]] v. [[Conservative]]. There is a heavy reliance on [[absolute]]s and [[authority]] as the sources of [[truth]], values and control. Knowledge is rarely justified rationally, but rather by reference to an authority. Dualism implies that actions are either right or wrong.
==Multiplicity==
==Multiplicity==
This is a more complex structuring where there is a [[plurality]] of answers, and points of view. This is perceived as an aggregate of discretes without any internal structure or external relation. Viewpoints given are often 'Anyone has a right to his or her opinion', with the implication that no judgement can be made about the quality or validity of the opinion. An example of this is the suggestion that multiple perspectives on the origin of life should be taught in schools, on the grounds that [[intelligent design]], [[young earth creationism]] and [[evolution]] are all theories, and therefore equal in status.
This is a more complex structuring where there is a [[plurality]] of answers, and points of view. This is perceived as an aggregate of discretes without any internal structure or external relation. Viewpoints given are often 'Anyone has a right to his or her opinion', with the implication that no judgement can be made about the quality or validity of the opinion. An example of this is the suggestion that multiple perspectives on the origin of life should be taught in schools, on the grounds that [[Intelligent Design]], [[Young Earth Creationism]] and [[Evolution]] are all theories, and therefore equal in status.
==Relativism==
==Relativism==
==Educators' Perspectives==
==Educators' Perspectives==
Perry theory is seen by many educationalists a development spectrum, and that a move from dualism to relativism will benefit the student's intellectual growth and development; this can be done by challenging a student's dualistic or multiplistic positions.<ref>see, for example the suggested "challenges" to the dualistic and multiplistic positions suggested by the University of Colorado: http://www.csub.edu/TLC/options/resources/handouts/scholarship_teaching/perrystheory.html</ref> A 2005 study by Steven Verhey attempted to move students from simple dualistic positions by asking them to read parts of an ID-friendly, anti-evolution text, as well as an online refutation of the text and parts of a book presenting evidence for evolution.<ref>In fact Sixty-one percent of students in the intervention streams reported some change in their beliefs; most of these were students who had been initially sympathetic to creationist explanations and moved toward greater acceptance of evolution. For a fuller report on this see: http://www.aibs.org/bioscience-press-releases/051101_engaging_prior_learning_on_creationism_and_evolution_may_benefit_college_biology_students.html</ref>
==See also==
*[[Friedrich Nietzsche]]
==See Also==
*[[Nihilism]]
==References==
==References==
<references/>
[[Category:Philosophy]]
[[category:philosophy]]