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The model was developed in the 1960's by william perry, an educational psychologist at harvard, who observed that students varied considerably in their attitudes toward courses and instructors and their own roles in the learning process. As students progress through their learning, they move through these different stages, each representing a unique way of perceiving knowledge and making judgments. Explore perry's theory of cognitive development, its stages, and its influence on education

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Learn how it shapes curriculum design and student assessment. Dualism, multiplicity, relativism, and commitment He proposes that college students (but others, too) journey through four major stages of intellectual and moral development

From dualism, to multiplicity, to relativism, to commitment

These four stages are subdivided into 9 positions. The nine positions of the perry scheme can be grouped into three broader categories, which perry (1981) identified as 1) dualism modified (or dualism + multiplicity), 2) relativism discovered, and 3) commitments in relativism developed. 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.

During this stage, students use the combination of personal experience and evidence learned from outside sources to arrive at conclusions (william perry's scheme). William perry claimed (and his claims have been substantiated by subsequent research) that college students (but others, too) journey through 9 positions with respect to intellectual (and moral) development These stages can be characterized in terms of the student's attitude towards knowledge The 9 positions, grouped into 4 categories, are:

Dualism, multiplicity, relativism and commitment to relativism

The summary provided in this document is a pragmatic simplification of the scheme. Perry's scheme divided the adult learning process into four subsequent stages