Perry’s Scheme, developed by William G. Perry Jr. in 1970, is a theoretical framework that outlines the intellectual and ethical development of college students.
The model consists of nine stages or positions individuals may pass through as they progress from simplistic thinking to more complex, sophisticated reasoning. The nine stages are often grouped into four categories: Dualism, Multiplicity, Relativism, and Commitment within Relativism.
Perry’s Scheme emphasizes that learning is a continuous process that requires a constant struggle to balance contradictions and seek new understanding. The stages provide a useful framework for understanding your students’ thinking, enabling a professor to reach students where they are and help them expand their thinking.
Dualism
In the first three positions of Perry’s Scheme, characterized as Dualism, individuals see knowledge as absolute and tend to believe that there is only one right answer.
They are not yet able to recognize that there may be multiple perspectives or shades of gray when it comes to understanding a concept or issue. They rely on external authority figures to tell them what is right or wrong. At this stage, students tend to be passive learners who expect to be given answers. Challenging students to see there are multiple perspectives on an issue and that even the experts do not have all the answers can lead students to the next stages. The history of any scientific field reveals a progression to more complex and inclusive theories.
Transitional question: How do you know that what you believe is true? What evidence supports your beliefs?
Multiplicity
As students progress, they move into positions characterized as Multiplicity. In these positions, individuals begin to recognize that there are multiple perspectives on an issue, but they may not yet understand the nuances of these perspectives. Students at this stage may say things like, “I see what you mean, but I still think I’m right.”
As students are continually faced with multiple theories and points of view, they come to see that they must use their judgment to evaluate these perspectives. They become more independent in their thinking and can see the limitations of authority figures and texts. They begin to acknowledge that there are different ways of looking at things. Still, they may struggle to reconcile conflicting viewpoints and become overwhelmed by the complexity of the issues.
Transitional question: What are some of the strengths and weaknesses of different perspectives on this issue? How do you evaluate the credibility of different sources of information?
Relativism
The next three positions are characterized as Relativism. In these stages, individuals begin to recognize that there is not just one correct answer. They understand that knowledge is relative to one’s perspective and that answers can vary based on different factors, such as culture or context. They can handle complexity and ambiguity and are comfortable with multiple views and uncertainty. Students understand the importance of context and how this can impact knowledge. At this stage, students may say things like, “It depends on the situation,” or “It’s not that simple.”
Transitional question: How do you reconcile conflicting perspectives on this issue? How can you consider different cultural and historical contexts when evaluating knowledge claims?
Commitment within Relativism
The final positions are characterized as commitment within Relativism. Students exhibit a deeper understanding of the complexities of different perspectives, recognizing that all perspectives are situated in a particular context. Individuals at this stage can identify and critically evaluate the assumptions and implications of different perspectives. For example, a student may say, “I see why someone might have that perspective given their background, but I don’t think it’s the best way to approach the problem.”
Continuing in the stage of commitment, individuals integrate various perspectives to form a personal worldview. At this stage, students may say things like, “I understand the different perspectives, but this is what I believe.” They can engage in productive dialogue and appreciate the complexity and nuance of different perspectives.
Transitional question: How do your values and beliefs influence your understanding of this issue? How can you use your personal perspective to contribute to the ongoing dialogue about this issue?
It’s essential to note that students may not move linearly through these stages. Instead, they may move back and forth between stages, depending on the context and their own experiences. Perry described retreats or deflections from growth at each stage. Understanding the different stages can help professors meet students where they are to encourage their intellectual and ethical development.
Where To Learn More
If you find Perry’s Scheme compelling, review the articles below to see more examples of the thinking in each stage and the questions that lead one to progress to more complex reasoning.
A Nudge is Best: Helping Students Through the Perry Scheme of Intellectual Development
William Perry’s Scheme of Intellectual and Ethical Development
Summary of Perry’s View of the Intellectual and Cognitive Development of College-Age Students
Reference:
Perry Jr, W. G. (1970). Forms of intellectual and ethical development in the college years: A scheme. Holt, Rinehart, and Winston.
Written with assistance from ChatGPT https://chat.openai.com/chat