Student and Faculty Epistemology in the College Classroom - The Perry Schema of Intellectual and Ethical Development

The Perry schema describes a progression in students’ cognitive development from absolute, dualistic thinking (right vs. wrong) to more complex, relativistic perspectives where knowledge is context-dependent and individuals make informed commitments.

• Stages of Development:
  • Dualism (Positions 1-2): Knowledge is seen as black-and-white, taught by authoritative figures.
  • Multiplicity (Positions 3-4): Acknowledgement of multiple perspectives, with uncertainty seen as temporary.
  • Contextual Relativism (Position 5): Recognition that knowledge depends on context and that individuals play an active role in meaning-making.
  • Commitment within Relativism (Positions 6-9): Mature engagement where individuals make personal, thoughtful commitments amidst uncertainty.
• Implications for Teaching: The schema emphasizes the importance of fostering environments that challenge students’ thinking and support them through stages of increasing cognitive complexity.
• Empathy for Students: Understanding where students are in their cognitive development helps educators design learning experiences that support transitions and reduce frustration.

Moore, W. S. (1994). Student and Faculty Epistemology in the College Classroom: The Perry Schema of Intellectual and Ethical Development. In K. W. Prichard & R. M. Sawyer (Eds.), Handbook of college teaching: Theory and applications. Greenwood Press. https://doi.org/10.5040/9798216971849