Adult Development Theory

The research , theories, & implications for our student

population.

Andragogy:The art and science of helping adults learn

Adults...• need to know why they need to learn

something• learn through experience• approach learning as problem-solving• learn best when the topic is of immediate

value• have mutual vested interest in their learning

and want to involve real experience

4 DominatingTheories

1. William Perry Model of Intellectual and Ethical Development

2. Women’s Ways of Knowing (Belenky et al.)3. Reflective Judgment (Kitchener & King)4. Knowing and Reasoning in College (Baxter-

Magolda)

Th e Perry Model

• Perry’s model reflects the relationship between cognitive and affective components.

• He believes that the most powerful learning involves qualitative changes in the way learners approach their learning and subject matter.

• There are four major categories:

Dualism & MultiplicityPosition s 1 -4

Dualism Multiplicity

1 2 3 4

Nature of Knowledge

• One source• Unquestioned• No tolerance

for alternative viewpoints

• Different perspectives and beliefs acknowledged, but are wrong

• Knowledge is not yet known, but is knowable, and determined later

• Right & wrong ways for processes

Truth • Absolute• Black & White

• We-Right-Good vs. They-Wrong-Bad

• Uncertain• Right,

Wrong, & Unknown

• “We’ll never know for sure.”

• “Do your own thing.” “Anything goes.”

Contextual Relativism & Commitment with in RelativismPositions 5 & Beyond

Contextual Relativism Commitment within Relativism

5 6-9

Nature of Knowledge • The self is an active maker of meaning

• Moves from intellectual to ethical and is always changing

Truth • Relativistic and context bound with a few right/wrong exceptions

• Decides at the moment of alternatives after experiencing doubt & then reflects on one’s beliefs

Implications of Perry Model

Learners cycle through 3 perspectives:1. There are multiple opinions2. There are multiple contexts/perspectives to understand and analyze3. There are multiple commitments through which one identifies his or her values

and identity

The role of the student moves from a passive receptor of facts to an active agent indefining arguments and creating new knowledge.

Women ’s Ways of Knowing

• This model focuses on five types ofknowing from which women placethemselves and approach the world.

• Researchers noticed that the way womenthink about education and learningalso affects their self-perception.

Silence

• Words viewed as weapons• Blind obedience to authorities• Ways of knowing are limited to the present,

the actual, the concrete, the specific and to actual behaviors

• The development of voice, mind, and self are connected

Received & SubjectiveKnowledge

Received Subjective

Internal Factors • Confused when asked to do original work

• Grade should be determined by effort

• Distrust logic, analysis, abstraction

Self-Knowledge • Worry that development of self-knowledge is at the expense of others

• Inoffensive: “It’s just my opinion.” Fear that having an opinion and supporting it will jeopardize connections with others

Truth & Knowledge • Authorities • Intuitive• Comes with firsthand

knowledge listen and watch to learn

Procedural & Constructed Knowledge

Procedural ConstructedConnected Knowing

Separate Knowing

Internal Factors • Seek to empathize

• Understand through sharing experiences

• Relationships not on the line

• Separation from feelings & emotions

• Open heart and mind to embrace the world

• Establish communion

Self-Knowledge • Impersonal creates discomfort

• Subjective to the knowing of others

• Narrative sense of self• Tolerance for internal contradiction

and ambiguity

Truth & Knowledge • Comes from careful observation and analysis

• Everyone can have it right or everyone can be wrong

• Experts are only as good as their arguments

• Can be integrated from many sources• Is relative• Is always under scrutiny (question,

examine, analyze)

Implications of Women’sWays of Knowing

• Juxtapose with Perry’s Model (men vs. women)

• Movement from depending on knowledge from someone else to co-construction of knowledge

• Men-”know” and “see” vs. Women-”hear” and “speak”

Reflective Judgment

• Examine, evaluate, construct solutions, are open to evaluation and scrutiny

• Seven stages on assumptions and knowledge• Progress determined by acquiring skills,

development of the skills, and learning environment

Pre-Reflective ThinkingStages 1, 2, & 3

Stage 1 Stage 2 Stage 3

View of Knowledge • Absolute and concrete

• Acquired by direct observation

• Absolute• Certain but not

available• Acquired through

the senses• Acquired through

authority

• Absolutely certain or temporary

• Personal beliefs known once absolute knowledge is obtained

• Acquired through authority

Concept of Justification

• Beliefs don’t need justified

• Alternate beliefs don’t exist

• Beliefs are unquestioned

• Justified only by authority

• Issues always have right answer so there is no conflict with making decisions

• Beliefs justified by authorities’ view

• Beliefs defended based on opinion since evidence is unclear

Quasi-Reflective ThinkingStages 4 & 5

Stage 4 Stage 5

View of Knowledge • Uncertain and specific to the individual

• Contextual and subjective

Concept of Justification • Beliefs are justified by reason and evidence

• Reasons and evidence are subjective

• Beliefs justified within context

• Beliefs are context-specific and balanced against other interpretations

Reflective ThinkingStages 6 & 7

Stage 6 Stage 7

View of Knowledge • Constructed by the individual based on multiple sources

• Interpretations based on evidence and evaluation

• Outcome of a process of inquiry

• Adequacy is evaluated based on current research and can be reevaluated

Concept of Justification • Beliefs are justified by comparing evidence and opinions and constructing solutions evaluated based on evidence

• Beliefs are justified by variety of interpretive factors.

• Beliefs are defended based on the most “complete, plausible, or compelling understanding”

Implication s of ReflectiveModel

• Movement of absolute truths and knowledge from authority to independent, constructed, and contextual knowledge.

• Depending on the dichotomy in the classroom, reflective judgment might take time to develop.

Knowing and Reasoning inCollege

• The first qualitative study that simultaneously studied men and women and their beliefs on knowing and learning

• There are Four stages:

Absolute and Transitional

Absolute Knowing Transitional Knowing

Nature of knowledge • Certain and absolute • Partially certain & absolute

Role of learner • Gets knowledge from instructor

• Comprehends knowledge

Role of peers • Share materials and explain what they’ve learned

• Active exchange of ideas

Role of instructor • Communicates knowledge and makes sure students understand

• Uses teaching methods to help students understand and apply knowledge

Independent & Contextual Knowledge

Independent Knowing Contextual Knowing

Nature of Knowledge • Uncertain and subjective • Context-based and evidence-based

Role of Learner • Thinks for self• Shares views with others• Creates own perspective

• Exchanges & compares perspectives

• Integrates & applies knowledge

Role of Peers • Shares views• Source of knowledge

• Intelligently contributes to learning

Role of Instructor • Promotes independent thinking

• Promotes application of knowledge in context

• Open to critique from student

Implications of Ways of Knowing

• Most college freshman enter at an Absolute stage and exit senior year somewhere in between Independent and Contextual

• This study does not take into account cultural ways of knowing

Comparing All Methods & ModelsTruth & Knowledge

Passive Receptor 1. Dualism2. Receiving Pattern3. Pre-reflective Stages 1-34. Absolute

Uncertain 1. Multiplicity2. Subjective Knowledge3. Pre-reflective Stage 44. Transitional

Independent • Contextual Relativism• Procedural Knowledge• Pre-reflective Stages 5 & 6• Independent

Share, Exchange, Relative • Commitment within Relativism• Constructed Knowledge• Pre-reflective Stage 7• Contextual

References• Afrasiabi, Robin [Word document]. King and Kitchener Packet. Retrieved from the

California State University, Fullerton, Reading 505: Foundations of Postsecondary Reading and Learning blackboard web site: https://moodle.fullerton.edu/mod/folder/view.php?id=569365

• Afrasiabi, Robin [Word document]. Adult Development Theories. Retrieved from the California State University, Fullerton, Reading 505: Foundations of Postsecondary Reading and Learning blackboard web site: https://moodle.fullerton.edu/mod/folder/view.php?id=569364

• Baxter-Magolda, M.B. (1992). Knowing and reasoning in college: Gender-related patterns in students intellectual development. San Fancisco, CA: Jossey-Bass

• Moore, W.S. (2003). Perry Network & Center for the Study of Development of Intellectual Development. Retrieved from http://www.perrynetwork.org

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