Basic Civil Engineering first year Notes- Chapter 4 Building.pptx
Student Development Theory
1. February 1, 2012
Student
Development
Theory
Richard Dettling
1 University of Phoenix
2. 2 February 1, 2012
Workshop Goals
Familiarize
staff and faculty on student
development theory
Acquaint participants on
The importance
The history, and
Utility of various theories
3. 3 February 1, 2012
Student Development Theory
Student
development is about becoming
a more complex individual
(Gardner, 2009).
Student development is characterized as
the way a student grows, progresses, or
increases his or her developmental
capabilities as a result of enrollment in an
institution of higher education
Evans, Forney, & Guido-DiBrito, 1998)
4. 4 February 1, 2012
William Perry
Theory of Intellectual and
Ethical Development
Belenky,Clinchy,
Goldberger, &
Tarule‘s
Women‘s Ways of Knowing
Lawrence
Kohlberg Agenda
Theory of Moral
Development Student Development Theory
Carol Gilligan
Theory of Women‘s Moral
Development
University of Phoenix
5. 5 February 1, 2012
Perry‘s Theory of Intellectual
and Ethical Development
6. 6 February 1, 2012
Perry‘s Theory of Intellectual
and Ethical Development
William Perry‘s scheme of
intellectual development.
This scheme identifies a
sequence of approaches
to learning.
The Perry ―positions‖ that
we will discuss include:
• Dualism
• Multiplicity
• Contextual Relativism William Graves Perry Jr. (1913 – 1998)
University of Phoenix
7. 7 February 1, 2012
Three broad categories
Dualism:
There only right & wrong answers
Teacher‘s job is to teach them right answers, and the
student‘s job is to recall them from memory
Multiplicity:
Everyone is entitled to their own opinion
There are right ways and wrong ways to find answers; it‘s the
student‘s job is to support opinions
Contextual Relativism:
Answers are relative to a background context;
Most study different contexts, see things from different
perspectives and come to a reasoned decision about
answers.
(Evans, Forney, & Guido-DiBrito, 1998)
8. 8 February 1, 2012
Dualism/Received Knowledge
All knowledge is received from a legitimate
authority: Teacher, Parent, Pastor
Duality
The authority has the answer.
There is a right answer to question
Teacher knows right and wrong answer.
Students learn the right answer from
authority/teacher
Students are the receiver of knowledge and
must demonstrate recollection of knowledge
(Evans, Forney, & Guido-DiBrito, 1998; Chickering, Dalton, & Stamm, 2006)
9. 9 February 1, 2012
Dualism/Received Knowledge
(Rapaport, 2011)
10. 10 February 1, 2012
Multiplicity/Subjective Knowledge
Diversity of opinions and values is recognized as
legitimate in areas where right answers are not yet
known.
There are multiple conflicting answers.
Multiplicity
Teacher/Authority does not have the answer, but someone
is working on finding the answer
Student begin to trust self and explore finding the right
answer.
Where the teacher/authority doesn‘t have the answer,
everyone has the right to their own opinion. No wrong
answer.
Teacher/Authority does not want the right answer. Wants
the student to think a certain way.
Students B.S.
Most Freshman are around this stage
(Evans et al, 1998; Chickering et al, 2006)
11. 11 February 1, 2012
Multiplicity/Subjective Knowledge
(Rapaport, 2011)
13. 13 February 1, 2012
Relativism/Procedural Knowledge
Diversity of opinion, values and judgment derived
from coherent
sources, evidences, logics, systems, and patterns
allowing for analysis and comparison.
Relativism
All proposed solutions must be supported by
reasons
they must be viewed in context and relative to their
support
Everything is relative but not equally valid
There are no right or wrong answers, it depends on the
situation, but some answers might be better than others.
All answers must be support and put into context.
Peers are legitimate sources of learning if they
follow rules of adequacy.
(Evans et al, 1998; Chickering et al, 2006)
14. 14 February 1, 2012
Relativism/Procedural Knowledge
(Rapaport, 2011)
15. 15 February 1, 2012
Students Make Their Own Meaning
When A teacher says:
“Today we’ll learn 4 different ways to gain a
competitive advantage in business.”
A student thinks:
Dualist – Which is the correct one?
– Why bother with the wrong ones?
Multiplist - Only 4? Gee, I can think of a dozen!
Relativist – What ethics underlie each of them?
– Which is the most efficient competitive
advantage ?
(Rapaport, 2011)
16. 16 February 1, 2012
―It is not knowledge, but the act of learning, not
possession but the act of getting there, which
grants the greatest enjoyment.‖
Karl Friedrich Gauss, Letter to Bolyai
―The search for truth is more precious than its possession.‖
Albert Einstein, Ideas and Opinions
(Furman University, 2012; Goodreads, 2012)
17. 17 February 1, 2012
Belenky, Clinchy, Goldberger,
& Tarule‘s Women‘s Ways of
Knowing
18. 18 February 1, 2012
Belenky, Clinchy, Goldberger, &
Tarule‘s Women‘s Ways of Knowing
The Women’s Ways of
Knowing theory has been
used as a means to improve
curriculum
design, instruction, and
techniques in educating
women at the college level.
Women's Ways of Knowing offers
new and useful understandings of
the epistemology (methods and
basis) of the development of
women's knowledge.
(Belenky, Clinchy, Goldberger, & Tarule, 1986)
19. 19 February 1, 2012
The Development of
Self, Voice, and Mind
Despitethe progress of the women‘s
movement, many women still feel
silenced in their families and schools.
Women did not fit into traditional
development theory
Previousdevelopment research was done
predominately on white men of privilege
Excluding women from the research
(Evans et al, 1998; Chickering et al, 2006)
20. 20 February 1, 2012
The Development of
Self, Voice, and Mind
Research in the late 1970s
Why women doubt their intellectual
competence and speak so frequently
of problems
For many women, formal education was not
central to their development
Instead, they noted that the most valuable lessons
were derived from relationships, crises, and
community involvements.
(Evans et al, 1998; Chickering et al, 2006)
21. 21 February 1, 2012
Five Epistemological Perspectives
1. Silence
2. Received Knowledge
3. Subjective Knowledge
4. Procedural Knowledge
5. Constructed Knowledge
(Belenky et al, 1986; Evans et al, 1998; Chickering et al, 2006)
22. 22 February 1, 2012
Five Epistemological Perspectives
1. Silence
Characterized by low self esteem, mindless, voiceless,
and obedient
All authority over knowledge exists outside one‘s self
Disconnection between the known and the knower
Only broken by validation of the individual
2. Received Knowledge
Knowledge is dualistic, either right or wrong, black or
white
Listening to others, and truth resides in others, not in the
self
There is only one correct answer to each question
The recipient, not the creator of knowledge
(Evans et al, 1998; Chickering et al, 2006)
23. 23 February 1, 2012
Five Epistemological Perspectives
1. Subjective Knowledge
One‘s own inner knowledge is considered superior to the
knowledge of others
The power of knowing is internal
Analyzing the past to understand the future
A new voice, barely a whisper, begins to speak
2. Procedural Knowledge
Ability to objectively express and receive knowledge (two
kinds)
Separate knowledge is analytical and reasonable, critical
thinking
Connected knowing is based on intuition and ‗gut feeling‘
Begins integrating separate and connected knowing into a
single voice
(Evans et al, 1998; Chickering et al, 2006)
24. 24 February 1, 2012
Five Epistemological Perspectives
5. Constructed Knowledge
Integration of subjective and objective knowledge
Both feeling and thought present in ways of knowing
All knowledge is constructed, one becomes part of
their own knowledge
Believe in another‘s beliefs, while not adopting them
Hear another‘s voice without losing their own voice
Making a space for one‘s self where her voice will
always be heard
(Evans et al, 1998; Chickering et al, 2006)
25. 25 February 1, 2012
Five Epistemological
Perspectives Theory Basis
Builton William Perry’s Theory of Intellectual
Development
Also Kohlberg’s Theory of Moral
Development
And Gilligan’s Theory of Women‘s Moral
Development
(Evans et al, 1998; Chickering et al, 2006)
26. 26 February 1, 2012
Major Findings
Women think differently than men
Women need to know that they are already
smart in order to learn
Women acquire knowledge more readily
through experience than instruction
Validation of self by a women‘s community
fuels further development and fosters learning
Women feel their way into learning and make
sense of their world from the inside out
27. 27 February 1, 2012
Theory to Practice
Teach the teachers
Understand students‘ development level
Let them try their wings
Support the journey of self discovery
Engage the students in the process of their
own education
Facilitate ‗active‘ learning environments
28. 28 February 1, 2012
Kohlberg‘s Theory of
Moral Development
29. 29 February 1, 2012
Kohlberg‘s Theory of Moral
Development
Kohlberg's Moral
Ladder
• Post conventional
• Conventional
• Pre-conventional
(Ideally people should
progress through the 3
stages as part of normal
development)
Lawrence Kohlberg (1927-1987)
University of Phoenix
30. 30 February 1, 2012
Moral Development
Moral development involves thoughts,
feelings, and behaviors regarding standard of
right and wrong
Moral development consists of intrapersonal
and interpersonal dimensions
The transformations that occur in a person‘s
form or structure of thought with regard to
what is viewed as right or necessary
(Evans et al, 1998 )
31. 31 February 1, 2012
Levels of Moral Development
Level 1: Pre-conventional Morality
Stage 1 Stage 2
Punishment-Obedience Instrumental Relativist
Orientation Individual Orientation Individual
obeys rules in order to conforms to society‘s
avoid punishment rules in order to
receive rewards.
(Evans et al, 1998 ;Jorgensen, 2006, June)
32. 32 February 1, 2012
Levels of Moral Development
Level 2: Conventional Morality
Stage 3 Stage 4
Good Boy – Nice Girl Law and Order
Orientation / Individual Orientation /
behaves morally in Conformity to
order to gain approval authority to avoid
from other people. censure and guilt
(Evans et al, 1998 ;Jorgensen, 2006, June)
33. 33 February 1, 2012
Levels of Moral Development
Level 3: Post-conventional Morality
Stage 5 Stage 6
Social Contract Universal Ethical
Orientation / Individual Principle Orientation /
is concerned with Individual is entirely
individual rights and guided by his or her
democratically own conscience.
decided laws
(Evans et al, 1998 ;Jorgensen, 2006, June)
34. 34 February 1, 2012
Gilligan‘s Theory of Women‘s
Moral Development
35. 35 February 1, 2012
Gilligan‘s Theory of Women‘s
Moral Development
1970: Became a
research assistant to
Lawrence Kohlberg
Criticism:
Kohlberg only
studied white,
privileged males
Boys and individual
rights
Girls and
Responsibility for
others
Carol Gilligan (1936 - )
(Kretchmar, 2008; Evans et al, 1998)
36. 36 February 1, 2012
Influences
Laurence Kohlberg
Freud
ErikErikson
Several decades of changing cultures
and shifting views
Her students today
(Kretchmar, 2008; Evans et al, 1998)
37. 37 February 1, 2012
Theory
Stage- Preconventional
Goal- Individual Survival
Age- Not Listed
Transition
Selfishness to Responsibility
Stage- Conventional
Goal- Self Sacrifice is Goodness
Age- Not Listed
(Kretchmar, 2008; Evans et al, 1998)
38. 38 February 1, 2012
Theory Cont…
Transition
Goodness to Truth that she is a person too
Stage- Postconventional
Goal- Principle of Nonviolence: do not hurt
others or self
Age- Maybe Never
(Kretchmar, 2008; Evans et al, 1998)
39. 39 February 1, 2012
How it Applies to a Teacher
Realizethere is a difference between
males and females.
Males are egocentric and females are
more prone to care for others.
40. 40 February 1, 2012
References
Belenky, M.F., Clinchy, B.
M., Goldberger, N.R., Tarule, J.M. (1986). Women‘s ways
of knowing: The development of self voice and mind.
New York: Basic Books Inc
Chickering, A. W., Dalton, J. C., & Stamm, L. (1993).
Encouraging Authenticity and Spirituality in Higher
Education (2nd ed.). San Francisco, CA: Jossey-bass.
Goodreads (2012) Albert Einstein. Retrieved from
http://www.goodreads.com/quotes/show/45649
Evans, N. J., Forney, D. S., & Guido-DiBrito, F. (1998).
Student development in college: Theory, research, and
practice. San Francisco: Jossey-Bass
41. 41 February 1, 2012
References
Furman University (2012) Favorite Math Quotes - Karl
Friedrich Gauss. Retrieved from
http://www.gateways2learning.com/Quotes.htm
Gardner, S. K. (2009). Student Development Theory: A
Primer. ASHE Higher Education Report, 34(6), 15-28.
Kretchmar, J. (2008). Moral Development. Moral
Development — Research Starters Education. Retreived
from EBSCOHost,
Rapaport, W.J. (2011) William Perry's Scheme of
Intellectual and Ethical Development: A journey along
the 9 "Perry" positions. Retrieved from
http://www.cse.buffalo.edu/~rapaport/perry.positions.h
tml
Notas do Editor
William Perry – head of counseling, Harvard, 1950s• Discovered 9 “positions” from which students viewed knowledge & learning• Has been replicated & adjusted (and criticized)
Dualism:There only right & wrong answersTeacher’s job is to teach them right answers, and the student’s job is to recall them from memoryMultiplicity:Everyone is entitled to their own opinionThere are right ways and wrong ways to find answers; it’s the student’s job is to support opinionsContextual Relativism:Answers are relative to a background context;Most study different contexts, see things from different perspectives and come to a reasoned decision about answers.
Students’ Assumptions about Teachers• Basic Dualism:– This teacher knows the answers to my questions.• Full Dualism:– Good teachers know the answers; bad ones don’t. This particular teachermay or may not be that knowledgeable.
• Early Multiplism:– Discipline X may or may not be advanced enough to answer my questions.I’m going to this teacher to find out if X knows enough. S/he will tell methe answers, or give me the procedure (ritual) to work it out on my own.• Late Multiplism:– There are no answers to my questions; what I think is as valid as what theteacher thinks.
• Contextual Relativism:– There are a number of answers to my question, depending on how you lookat it; maybe this teacher can help me see the alternatives more clearly.• Pre-Commitment:– There are a number of answers to my question, depending on how I look atit; maybe this teacher can help me decide what I should believ
This theory is based on in-depth interviews with 135 women about their self image, moral dilemmas, relationships of importance, education and learning, visions for the future, and perceived catalysts for change (Belenky et al., 1986). Based on the interviews, some common themes among the women emerged and became the five epistemologies of Women’s Ways of Knowing
The theory consists of five groups, advancing from the most basic form of thought and intellect to the most complex. The first epistemology is “women of silence.” These women lack a voice of their own, conduct very little or no internal dialogue, and typically grew up disconnected from the community. The next epistemology is “women of received knowledge.” These women are completely dependent on others for knowledge (Belenky et al., 1986).
The third group, “subjective knowers,” believes truth is in personal experience (Evans, 2010). Many of these women have experienced sexual abuse (Belenky et al., 1986). “Procedural knowers” are at the next level of knowing and these women believe each of us looks at the world through a different lens. They rely on a combination of intuition and external authorities for answers.
The last of the epistemologies, “constructed knowledge,” integrates intuitive knowledge with learned knowledge from others. These women have developed a personal narrative, do not loose voice while listening to others, and use themselves to rise to new ways of thinking (Belenky et al., 1986).
One criticism of Kohlberg's theory is that it emphasizes justice to the exclusion of other values. As a consequence of this, it may not adequately address the arguments of people who value other moral aspects of actions (Evans et al, 1998 )
Stage 1The concern is for self – “Will I get into trouble for doing (or not doing) it?”. Good behavior is associated with avoiding punishmentStage 2The concern is “What’s in it for me?”. Still egocentric in outlook but with a growing ability to see things from another person’s perspective. Action is judged right if it helps in satisfying one’s needs or involves a fair exchange
Stage 3The concern is “What will people think of me?” and the desire is for group approval. Right action is one that would please or impress others. This often involves self-sacrifice but it provides the psychological pleasure of ‘approval of others’. Actions are also judged in relation to their intentionStage 4The concern now goes beyond one’s immediate group(s) to the larger society … to the maintenance of law and order. One’s obligation to the law overrides one’s obligations of loyalty to one’s family, friends and groups. To put it simply, no one or group is above the law
Stage 5The concern is social utility or public interest. While rules are needed to maintain social order, they should not be blindly obeyed but should be set up (even changed) by social contract for the greater good of society. Right action is one that protects the rights of the individual according to rules agreed upon by the whole society.Stage 6The concern is for moral principles … an action is judged right if it is consistent with self-chosen ethical principles. These principles are not concrete moral rules but are universal principles of justice, reciprocity, equality, and human dignity.
Another way to look at these differences is to view these two moralities as providing two distinct injunctions - the injunction not to treat others unfairly (justice) and the injunction not to turn away from someone in need (care). She presents these moralities as distinct, although potentially connected.1995: About the fact that boys are placed in stereotypical views just as males are. Leads to more criticism against Gilligan and how she researches on young children and interprets as super in depth. She has authored and coauthored numerous books and publications. Considered her principal publications in addition to In a Different Voice are: Women, Girls, and Psychotherapy: Reframing Resistance (1991), Meeting at the Crossroads (1992), Between Voice and Silence: Women and Girls, Race and Relationship (1995), The Birth of Pleasure 2002
Almost identical to Kohlberg’s theory but lacks the ages and mainly applies to females. Also Gilligan’s theory aims towards interactions among people rather than independence from people.Female children start out with a selfish orientation. They then learn to care for others, and that selfishness is wrong. So in their second, conventional, stage, women typically feel it is wrong to act in their own interests, and that they should value instead the interests of others. They equate concern for themselves with selfishness. In the third, post-conventional stage, they learn that it is just as wrong to ignore their own interests as it is to ignore the interests of others. One way to this understanding comes through their concern with connecting with others. A connection, or relation, involves two people, and if either one is slighted, it harms the relationship