The document summarizes several adult learning and development theories. It discusses Knowles' principles of andragogy, which focus on adults' internal motivation and relevance of learning. Four major theories are outlined: Perry's model of intellectual development involving dualism to relativism; Belenky's model of women's ways of knowing from silence to constructed knowledge; Kitchener and King's model of reflective judgment from pre-reflective to reflective thinking; and Baxter-Magolda's model of epistemological reflection among college students from absolute to contextual knowing. The implications of these stage-based theories involve a shift from external to internal definitions of knowledge with meaning constructed through experience.
2. 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
3. 4 Dominating
Theories
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)
4. 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:
5. Dualism & Multiplicity
Position 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.”
6. Contextual Relativism & Commitment with in Relativism
Positions 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
7. Implications of Perry Model
Learners cycle through 3 perspectives:
1. There are multiple opinions
2. There are multiple contexts/perspectives to understand and analyze
3. 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 in
defining arguments and creating new knowledge.
8. Women ’s Ways of Knowing
• This model focuses on five types of
knowing from which women place
themselves and approach the world.
• Researchers noticed that the way women
think about education and learning
also affects their self-perception.
9. 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
10. Received & Subjective
Knowledge
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
11. Procedural & Constructed Knowledge
Procedural Constructed
Connected
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)
12. Implications of Women’s
Ways 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”
13. 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
14. Pre-Reflective Thinking
Stages 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
15. Quasi-Reflective Thinking
Stages 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
16. Reflective Thinking
Stages 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”
17. Implication s of Reflective
Model
• 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.
18. Knowing and Reasoning in
College
• The first qualitative study that simultaneously
studied men and women and their beliefs on
knowing and learning
• There are Four stages:
19. 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
20. 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
21. 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
23. 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
24. CREATIVE COMMONS ATTRIBUTION
Unless otherwise specified, this work by the Colorado Community College System http://www.cccs.edu is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 United States License. The material was created with funds
from the Trade Adjustment Assistance Community College and Career Training (TAACCCT) Grant awarded to the Colorado
Online Energy Training Consortium (COETC).
