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[[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 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.

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.

==Multiplicity==

==Multiplicity==

==Educators' Perspectives==

==Educators' Perspectives==

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>

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 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==

==See Also==

==References==

==References==

[[category:philosophy]]

[[category:philosophy]]