#CSAM Day 6: Perry

Perry is one of my favorite theorists when it comes to student development. I really like the way he describes the thinking process that happens, and how people are challenged. I see it a lot in some of the people I interact with regularly, and try to think of their thought process through Perry’s lens. During this time of polarizing politics and us vs them rhetoric from prominent politicians, I try to remember Perry. I try to remember that not everyone can hold two truths and reason out which one to believe. I try to remember not everyone has experienced the process of cognitive dissonance and many have never become comfortable with it.

Here’s a good explanation of the stages from https://organizations.missouristate.edu/guide/125687.htm:

Perry's Theory of Intellectual and Ethical Development:

1. Basic Duality- Seeing the world dichotomous: good-bad, right-wrong, black-white, facts, authorities have correct answers

2. Multiplicity Prelegitimate- Seeing there may be other answers, facts might not always tell the truth & authority isn't always correct

3. Multiplicity Legitimate but Subordinate- Know there are other answers, not living by that thought

4a. Multiplicity Coordinate- Know and understand there are multiple answers & ways to view situations

4b. Relativism Subordinate- Know and understand there are multiple answers and ways to view situations and start to think about supporting those opinions

5. Relativism- Looking at each viewpoint or answer and seeing what makes the most sense or what the right answer is for them

6. Commitment Foreseen- Making a commitment or trusting in the opinions of others or the viewpoints they feel are correct for them

7-9. Evolving Commitments- Revisiting those commitments and making changes when necessary



Title of theory: Perry’s Scheme or Perry's Theory of Intellectual and Ethical Development

Year theory was published: 1970

Students originally studied: Students at Harvard and Radcliffe students in the 1950s and 1960s

Background of the author: Perry attended Harvard as an undergraduate. His father was an architect who helped design some buildings at Harvard. He was an experience sailor and translated Homer's Iliad.

How theory can be used now: In Perry's theory, students move from rather simplistic right/wrong thinking, to be able to hold more complex thoughts and reasoning in their heads. I like to think of this as developing critical thinking skills, which in today's highly partisan politics isn't something viewed highly. With the current rhetoric it is hard to take a nuanced position or one where specific views need to be parsed from a larger topic. Being in the college environment can help our students go through these phases and help them develop the values they'll have throughout their adult lives.

Words of warning: Harvard in the 1950s was still white and predominantly male, although there would have been a good number of students attending using the GI Bill. Radcliffe college was a women's college that shared some classes with Harvard. So, knowing the sexual politics of the 1950s and 60s is important when thinking about Perry.


https://www.harvardmagazine.com/2000/09/the-living-harvard-force-html

https://www.radcliffe.harvard.edu/news/radcliffe-magazine/complicated-history-women-harvard

https://www.nytimes.com/1998/01/18/classified/paid-notice-deaths-perry-william-g-jr.html

https://organizations.missouristate.edu/guide/125687.htm

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