1) Press F5 to view the slides as a
slideshow.
2) Navigate each slide using the right arrow
key.
Instructions
3) Follow along as Gail and Eric move
through Perryland and traverse through
Belenky Village.
4) Gail and Eric are a team on their journey.
If Gail passes through a position, then Eric
will also move forward and vice versa.
For additional information, please view the
manual.
Cognitive Learning
Theories:
Perry and Belenky et al.
An interactive learning tool for online students
enrolled in graduate-level student affairs
programs.
Perryland
Perry: Theory of Intellectual and Ethical Development
Belenky Village
Belenky et al.: Women’s Ways of Knowing
Characters
It’s move in day at Jossey Bass University. JBU is a private university located in
San Francisco, CA.
Eric S. is a first year student at
Jossey-Bass University. He plans
to live on campus. Eric has
decided that he will major in
Biology and minor in Spanish.
Gail W. is a first year student at
Jossey-Bass University. She
plans to major in Animal
Husbandry and minor in the
History of American Higher
Education.
Welcome to Perryland
Gail and Eric encounter Dave M. (last name omitted to ensure
confidentiality), their resident director.
“Welcome to Evans et al. Hall,” Dave said.
Gail and Eric say, “We’re new here. Can you tell us where we
go eat and where we can shop and where our rooms are and
when we should wake up?”
Dave says, “You can eat on campus using your meal card at any
of the dining halls. Convenient shopping is available at the JB
Bookstore. You two each have a room located on the second
floor. It would be wise if you woke up in time to eat breakfast,
shower, and brush your teeth before class.
Gail and Eric reply, “Okay Dave, we trust you because you are
our RD and we are new and have no experience with residence
life. We will do what you say, oh wise one.”
Perryland
Gail and Eric are experiencing
dualism. Learners who are
dualistic see knowledge as an
exchange of facts from
authorities (Evans, Forney, &
Guido-DiBrito, 1998c).
Students see themselves as
receptacles of facts, and they
believe authorities have all the
right answers (Evans et al.). In
this scenario, Gail and Eric see
Dave M. as the authority with all
the answers to their questions.
Perryland
Eric is having difficulties with money his first semester
at JB. His tuition for this semester has been paid, but
he already spent his leftover money on a stereo and TV.
Eric
is experiencing
His
friends
asked him to goatotransition
a movie, butfrom
he had no
cash.
He decides
to go to the
financial
office to ask
dualism
to multiplicity
(the
nextaid
position).
them how to budget for his first year.
Learners in Perry’s scheme develop only
during
etomitted
al., 1998c).
He
meetstransitions
with Ryan W(Evans
(last name
to ensure
confidentiality)
andto
asks
him how much
he
This is similar
Chickering
andmoney
Reisser’s
should
on entertainment
food,
andpositive
how to
(1993)spend
notion
that crises and
may
have
balance his checkbook.
outcomes on one’s growth.
Ryan W gives Eric a worksheet on balancing his
checkbook,
butfrom
unfortunately
cannot
A transition
dualism
canprovide
occuranswers
when to
his questions about how much he should spend on the
learners experience an authority figure who
different aspects of his lifestyle. Eric says, “Thank you
cannot
give them
the have
answers—this
upsets
for
the checkbook
info—I’ll
to go back to my
room
and
more about
my budget.”
the think
balance
of right
and wrong, which
necessitates the need for a gray area.
Eric is upset about this situation because he thought
Ryan would have the answers to all of his questions.
He starts to think that maybe he has to find some of the
answers on his own.
Perryland
Gail and Eric finish their first semester at JB. They didn’t do as well as they
wanted to, so their parents tell them to enroll in a one credit study skills class
team-taught by Melanie J, Sam L, and Padma A. (last names omitted to
ensure confidentiality).
They want to learn how to take better notes and to manage their time
effectively—they expect that their instructors will tell them how to do these
things and give them the answers on how to succeed. Instead, the instructors
have them work in small groups with other classmates to brainstorm ideas on
how they could be more successful in class. Gail and Eric start to realize that
their teachers and their classmates, as well as themselves, have generated
equally valid ways to do well in school.
Eric and Gail thought this class was their best class so far in college, because
they were allowed to come up with answers along with their classmates. They
found that the best method to doing well in school was the one that the
majority of people in their class said was the most effective.
Perryland
Gail and Eric are experiencing
multiplicity. Multiplistic learners
acknowledge the fact that there
are multiple viewpoints about a
topic—these viewpoints are all
believable due to uncertainty and
are usually not supported (Evans
et al, 1998c, Wilson, 1996).
Like dualism, a correct answer
still exists in this position;
however, it is the one with the
most quantitative support as
opposed to the answer given by
an authority (Wilson).
Perryland
Gail attends a debate about gay marriage
in the union auditorium facilitated by Cat
M. (last name omitted to ensure
confidentiality).
Gail is transitioning from multiplicity to
Gail thinkswhich
that some
the position.
opinions
relativism,
is theofnext
stated by
panelistslearners
are not begin
backed
During
thisthe
transition,
to up
by facts
and research,
she’s not
sure et
seek
support
for others’so
opinions
(Evans
what
to believe.
al,
1998c).
Gail isrealize
starting
to not
realize
that sheare
doesn’t
They
that
all opinions
true
always
believe
what
people say,
especially
and
so they
seek
a qualitative
process
as
if they lack
support
for their
opposed
to significant
a quantitative
process
(Evans
arguments.
Gail begins to synthesize and
et
al.).
analyze the information she is hearing into
her own way of thinking.
Perryland
Eric and Gail write a weekly point/counterpoint column for JB’s
student newspaper, Kiss my Bass. This week’s column is about
MP3 and video file sharing. Gail approves of file sharing
because she believes that the RIAA is corrupt and without merit.
Eric opposes file sharing because he thinks it takes away from
blue collar employee earnings.
Gail and Eric share an office and they understand that it is okay
to disagree. Gail thinks that until more evidence exists for blue
collar money loss she will continue to condone file sharing. Eric
also needs more proof that the RIAA is corrupt before he agrees
with file sharing.
Perryland
Gail and Eric are experiencing
relativism. A relativistic individual
needs evidence and multiple
points of view to reach accurate
conclusions. (Evans et al.,
1998c).
As opposed to the multiplistic
stage, relativistic individuals no
longer feel that all opinions are
correct. Qualitative proof is
needed to reach a conclusion.
(Evans et al.)
Perryland
Eric and Gail attend a talk by renowned
social activist, Marie Dwight, who said the
only way to fight hunger is to rise to action,
since action is the only way to create social
change. They are both committed to this
cause due to books they’ve read on the
subject and their experience volunteering at
a food bank.
Marie Dwight’s talk was well-supported, and
was the catalyst to launch them into fighting
hunger through activism. They go to JB’s
volunteering center, run by Wendy A. (last
name omitted to ensure confidentiality), to
work on creating an action plan.
Perryland
Eric and Gail are experiencing
commitment to relativism, which
seems to be the least defined
position. In this position, the
individual doesn’t change
cognitively, but decides to
incorporate relativistic views into
everyday life (Evans et al.,
1998c).
The individual commits to this
position of cognitive thinking,
which allows the individual to
create identity through action.
Perryland
Note: According to Evans et al. (1998c),
Perry’s scheme also allows for periods of
cognitive deflection, which affects the linear
growth that seems to occur in his theory.
There are three types of deflection: (a)
Temporizing, or postponement of movement;
(b) escape, or abandonment of
responsibilities that leads to alienation of
people; or (c) retreat, or going back to the
position of dualism.
In what way could Eric and Gail exhibit
deflection within the previous scenarios?
Perryland
Congratulations!
You’ve made it through
Perryland. Put on your
pajamas, it’s Belenky
Village time.
Welcome to Belenky Village
Gail is offered a scholarship on the
women’s water polo team. She
accepts it because it is the only way
she can pay for college. She has no
option but to be on the team.
Her coach is the world renowned,
three-time Olympic gold medalist,
Max Fisher. Max forces the team to
practice three times a day and insists
that missing practice is unacceptable,
even for school-related reasons.
Gail skips a test the following week to
make it to practice, even though it
means she fails the test.
Belenky Village
Gail is encountering silence.
According to Evans et al. (1998b),
women who experience this
perspective are voiceless and
powerless.
They have no inner voice and are
“subject to the whims of external
authority” (Evans et al., p. 147).
There is not a similar position in the
Perry scheme.
Belenky Village
Next year, Gail (who is no longer on the water
polo team because she received a grant) and
Eric attend the Spring Honors Banquet.
At the banquet the president of Jossey-Bass
University, Amanda W. (last name omitted to
ensure confidentiality), delivers the keynote and
speaks about her new book Pathways to a
Successful Academic Career.
Gail and Eric listen attentively. At the end of the
evening they purchase copies of the book
because they intend to follow all of the
“pathways” presented in it.
Gail and Eric were awestruck by President W.,
and both think they could never be a college
president.
Belenky Village
Gail and Eric are received knowers.
The perspective of received
knowledge is similar to Perry’s dualism
position (Evans et al., 1998b).
Truth comes from revered, external
authority figures with whom the
student does not identify.
Students can receive and reproduce
knowledge, but cannot produce their
own information (Evans et al.)
Belenky Village
Gail and Eric attend a talk by the
president of Harvard, who they have
admired for a long time.
In the talk, he criticizes President
W’s book, because it was written by a
woman and he doesn’t feel she has
the appropriate perspective.
Eric and Gail are very disappointed in
their hero, and they dismiss his
statements as ludicrous.
They decide to disregard what he
says because they trust their own
beliefs about academic success,
which have been evolving since the
banquet last year with President W.
Belenky Village
Eric and Gail are subjective knowers. Truth
resides within the self in the subjective
knowledge perspective (Evans et al., 1998b).
This truth is seen as infallible and exceeds the
perspectives of others. It often comes about
due to an experience with a failed authority
figure (Evans et al.).
Belenky Village
Gail and Eric are in the study abroad club (SAC) led by
Tanya U. (last name omitted to ensure confidentiality).
Every year, SAC plans a winter break study abroad trip
for its members. This year, the group decides to go to
Ecuador, but is having trouble deciding what to study.
Eric tells the group that he thinks they should study
rainforest preservation, because his friend, Andrea B,
studied that in Ecuador last year. Gail, on the other
hand, believes they should study local architecture,
because she read that the university they are attending
is well-known for its architecture school.
Gail and Eric listen to what the rest of the group has to
say. Eric analyzes what the others have to say about
their personal experiences and opinions before voting,
while Gail pays more attention to those who have
concrete facts about the areas they want to study before
voting.
Belenky Village
Gail and Eric are both using procedural
knowledge, which is noted for its two types of
knowing: separate knowing and connected
knowing (Evans et al., 1998b).
Separate knowers (Gail) practice critical
thinking and listen to reason, while trying to be
objective (Evans et al.).
Connected knowers (Eric) are also objective in
their knowledge making, but they tend to utilize
personal experience and feelings, rather than
an authoritative voice (Evans et al.).
It is possible that a person can fluctuate
between the two types of knowing (Evans et
al.).
Belenky Village
Gail and Eric are asked by Rem N. (last
name omitted to ensure confidentiality) to
participate in a debate against each other
about FERPA and how it has affected
millennial parents. The debate occurs during
JBU’s new student orientation in front of new
student parents.
Gail is arguing for continuing FERPA due to
student privacy rights, while Eric thinks
FERPA should be discontinued, because
millennial parents are so involved with their
students’ lives.
They base their arguments on their past four
years at JBU, as well as independent
research and experiences with their own
parents.
Belenky Village
Gail and Eric are constructed
knowers. Constructivism is being
open to feelings and thoughts while
maintaining one’s inner voice (Evans
et al., 1998b).
It is also defined by combining
separate knowing with connected
knowing, which allows knowledge to
be constructed from within as well as
from outside of the self (Evans et al.).
Graduation
Congratulations!
You are both constructed
relativistic knowers!
Good luck on your move to
Oregon for the CSSA
program.
Next
1) Reflect on this PowerPoint and the previous
readings then post a think card on Blackboard with
your thoughts and questions for further discussion.
2) Respond to at least two other students’ responses.
References
Chickering, A. W., & Reisser, L. (1993). Education and identity. San Francisco: Jossey-Bass.
Evans, N. J., Forney, D. S., Guido-DiBrito, F. (1998a). Kolb’s theory of experiential learning. In
Student development in college: Theory, research, and practice (pp. 203-224). San
Francisco: Jossey-Bass.
Evans, N. J. et al. (1998b). Later cognitive structural theories. In Student development in
college: Theory, research, and practice (pp. 146-153). San Francisco: Jossey-Bass.
Evans, N. J. et al. (1998c). Perry’s theory of intellectual and ethical development. In Student
development in college: Theory, research, and practice (pp. 123-145). San
Francisco: Jossey-Bass.
Wilson, B. A. (1996). A descriptive study: The intellectual development of business
administration students. The Delta Pi Epsilon Journal, 38, 209-221.