Cogntion & Learning: Stages of Intellectual Development

1. Cogntion & Learning:Stages of Intellectual Development Jennifer Lange

2. Perry Game Your Task: • Sort the statements into categories based on attitudes about learning. • Assign a label to each category that describes the intellectual stage shown. • Debrief – what are your categories and why did you choose those statements as a group? Adapted from Reimers & Roberson 2001

3. Theories of Intellectual Development • Describe how our views change over time from unsophisticated (black & white) positions to ones that embrace complexity • Changes are responses to intellectual, social, or emotional challenges • Students begin to question values and assumptions presented to them by family and society; they start to develop their own

4. Theories of Intellectual Development • Describes students in aggregate, not individually • Development is not always forward • Can be in different stages at the same time in response to different intellectual challenges

5. Research • Perry (1970) • 464 interviews with 140 male Harvard students in the 50’s & 60’s • Belenky et al. (1986) • 135 women (90 students) in US in 70’s & 80’s • Baxer-Magolda (1992) • Followed 101 (half male/half female) Miami University students from 1986-1991

6. Research

7. Stages • Dualism/Received/Absolute • Knowledge is viewed as received truth • What matters is if facts are right or wrong • Information is always known and is passed down • Teacher = one that has the answers • Learning = memorizing notes for tests, getting the A is what counts Student Frustration: Why won’t the teacher directly answer my questions?

8. Stages • Transitional • Similar to dualism/received/absolute with the exception that they recognize a question may not be able to be answered, and this is ok Student Frustration: Why won’t the teacher directly answer my questions?

9. Stages • Multiplicity/Subjective/Independent • Knowledge is a matter of opinion • Teacher = not the authority, just another opinion • Learning = a purely personal exercise • People can disagree and both can be right • Justification isn’t necessary, so shouldn’t judge Student Frustration: How can the teacher evaluate my work?

10. Stages • Relativism/Procedural/Contextual • Knowledge is based on evidence • Supporting your argument with reasons is key • Teacher = conversation partner, guide • Learning = what we “know” is dependent on context • Arrive at this through teacher guidance – “give 3 pieces of evidence to back up your statement” • No decision made between options, just multiple supported categories Student Question: What are more sources of information?

11. Stages • Commitment/Constructed • Knowledge is based on evidence and leads to decision and action • Facts, feelings, and perspectives all matter – how will I act upon them? • Teacher = one source of many • Learning = making choices, acting on them, taking responsibility • Makes provisional commitment based on current evidence; could change if contradictory evidence arises Student Question: What were the results of my actions? What does that mean about my future actions & principles I live by?

12. Intellectual Development by Year Percentage of students Adapted from Baxter-Magolda (1992)

13. Implications? • If most of our students are in the absolute or transitional stages, what can we do to promote movement to the next stage? • How might this affect how we evaluate their critical thinking skills? • Others? Modified from DiPitro @ POD 2010