Contemporary Formal Thought Were Compared And Contrasted As Posited By William Perry And Karen Strohm Kitchener

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Theories in post formal thought were compared and contrasted as posited by William Perry and Karen Strohm Kitchener, in the context of intellectual and ethical development and through reflective judgement respectively. This student created an expressive art project with references to developmental theories of cognition and this paper describes the theorists, theories, and theoretical constructs of the author’s chosen project. Perry’s focus remained with college students’ cognitive and moral development, as he explored thinking through nine positions that ranged from adherence to authority (dualism) to beliefs founded on personal commitment (relativism). Kitchener worked with Patricia King and they focused on the emergence of reflective …show more content…

Subsequently, this model has become extremely influential to researchers, such as Karen Kitchener and Patricia King. Comparatively, Kitchener’s and King’s work was based on their research on the Reflective Judgement Model that focused on individuals in late adolescents through adulthood. This construct proposed that reflective judgements commenced when an individual understood that there was disagreement or uncertainty involving a problem that could not be resolved by formal reasoning alone, and included sensible reflections of one’s beliefs considering all supporting evidence (King & Kitchener, 2004). Both Kitchener and King. were doctoral students who were motivated to expand on Perry’s theory when they realized that Perry’s model seemed lacking (Love & Gutherie, 1999). Like Perry’s model, Kitchener’s and King’s model remained central to comprehending post-formal thought.
Theories and Constructs
Perry’s Model Perry proposed a stage-based theory that he developed in nine positions that encompassed developing thinking abilities. He believed that thinking in innovative ways remained dependent not only on the information that our brains acquired, but on the organization and development of the brain itself, which happens in somewhat predictable stages (Broderick & Blewitt, 2015). These stages or positions occurred characteristically in the brain during various developmental periods as well as in a relative order such as Piaget proposed. Unlike

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