William G. Perry, Jr. Model of Cognitive Development adapted from http://www.ucalgary.ca/~dabrent/webliteracies/perry.htm
1. Dualism/ Lowest level: For the Dualist, all knowledge is absolute; there is Truth and Falsity, Right and Wrong, Good and Bad. "For every question there is a simple answer." Authorities are those who have the Answers. Disagreement among them is unthinkable--facts are facts! Belief systems are givens, unquestioned, unanalyzed. Many dualists operate from an ideological viewpoint, which they accept without question. Deduction rules. Selective application of evidence-only "facts" that fit one's preconceptions. Rarely ranges beyond Bloom's levels 1 and 2.
2. Multiplicity/ some progress here: Student still views most knowledge as absolute, as in Dualism. But in some fields or on some questions, we don't have all the answers--yet. We see a hedging admission that knowledge has gray areas, and authorities may not be infallible. But the reaction to this realization may be rather anti-establishment and nihilistic. Values? Ideology? Why have any? Just do what seems right at the time-- "Go with the flow." In response to a low grade on an essay exam, a student may contend that since there is no one right answer, all we have is opinion, and one opinion is just as good as another. Typical of primitive postmodernists. Limited critical thinking ability.
3. Relativism: The student begins trying to negotiate within a growing uncertainty. "I try to present a balanced view, look at the evidence on both [or all] sides, and then come to a conclusion that seems most reasonable"). The context within which facts are viewed is recognized as having a bearing on how those facts will be interpreted. Authorities are recognized as fellow seekers of understanding, different primarily in that they are experienced at making sense of the profusion of knowledge in their fields. During this period, students may feel that belief systems are difficult to think about because so many good arguments exist for any one approach, "no matter how you look at it." Confusion rules, but students attempts mid-level Bloom activities.
4. Commitment to Critical Evaluation: Skilled in critical thinking and rational processes and drawing upon the accumulated learning and experience. The student can commit herself/himself to positions that are sustainable through induction and logic. Student exhibit a willingness to acknowledge and accept multiple interpretations or perspectives. Decisions are based on a conscious consideration of alternative explanations as opposed to the blind, uncritical acceptance of the Dualist. Operates on the basis of higher level cognitive skills (Bloom's 5 and 6); not prejudice, preconception, "common sense," [usually neither common nor sensible], or ideology.
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