Perry revisited—A fresh look at Forms of Intellectual and Ethical Development in the College Years
Perry revisited—A fresh look at Forms of Intellectual and Ethical Development in the College Years
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DOI：
10.1080/03075078912331377723
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发表时间：
1989
影响因子：
4.2
通讯作者：
John S. Lochrie
中科院分区：
文献类型：
--
作者：
John S. Lochrie
作为一名学生辅导员，佩里开始意识到，与他一起工作的学生对他所说的“渗透在多元化大学的知识和社会氛围中的相对主义”表现出各种各样的反应。这促使他组织了一个学生访谈节目，探索学生们自己的大学生活经历。对这些访谈结果的分析和研究导致了学生在大学期间发生的学生发展性质的大纲方案。佩里并不是唯一一个试图描述这种发展的人，但他的工作确实与其他研究不同，因为他并没有声称孤立大学经历对学生发展的影响，而是监控他所观察到的发展。通过这种方式，他能够避免学生发展研究的主要困难之一——如何将“大学维度”隔离开来。很难知道观察到的发展是由于大学经历，还是无论如何都会发生，即使学生没有上过大学。事实上，Astin（1977）声称，学院或大学的“产品”更多地取决于进入学院的学生的特点，而不是机构本身的影响。然而，缺乏来自任何对照组的证据来确切地指出决定因素在哪里。佩里概述了智力和道德发展的九个阶段，其中每个阶段代表了一套关于知识和价值观的不同假设。他从第一阶段非常简单的世界观开始，在这个阶段，一切都倾向于两极分化，我们是对的，好，别人是错的，坏。每件事都有正确答案，学习就是发现它们。发展开始于对生活实际上不是那样的认识的直接反应。意见的差异首先被解释为混乱，然后被解释为理解不足的结果，然后才开始认识到这一点
As a student counsellor, Perry came to realise that the students with whom he was working displayed a variety of responses to what he described as" the relativism which permeates the intellectual and social atmosphere of a pluralistic university". This prompted him to organise a programme of student interviews to explore the students' own experience of college life.Analysis and study of the outcome of these interviews led to an outline scheme of the nature of student development which occurs during a student's time at university. Perry is not alone in attempting to describe this development, but his work did differ from other research in that he did not claim to isolate the effect of the college experience on student development but to monitor the development he had observed. In this way he was able to avoid one of the major difficulties of student development studies--how to isolate the'university dimension'. It is always difficult to know whether the development that is observed is due to the university experience or if it would have occurred anyway, even if the student had not gone to university. Indeed Astin (1977) claimed that the'product'of a college or university was more dependent on the characteristics of the students who entered than upon the influence of the institution itself. However, there is a lack of evidence from any control group to indicate exactly where the determining factors lie. Perry outlined a nine-position scheme of intellectual and ethical development in which each stage represented a different set of assumptions about knowledge and values. He begins with a very simplistic world-view in stage 1, in which everything tends to be polarised in terms of we-right-good against others-wrong-bad. There are Right Answers to everything and learning is uncovering them. Development begins as a direct response to the realisation that life is not in fact like that. Diversity of opinion is first explained as confusion, then as the result of inadequate understanding, before there is the beginning of the realisation that