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COMM 250 Agenda - Week 14 Housekeeping C3 – Due Today

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1 COMM 250 Agenda - Week 14 Housekeeping C3 – Due Today
Course & Instructor Evaluations Lecture Intellectual Development (Bonus Content: the Purpose of College) ITE 12 Final Exam – Questions?

2 “You do not get an education in the
classroom: you learn how to get an education, which in the long run you only acquire by yourself. In fact, the word "educate" comes from the Latin, educare which means "leading out" the student in a wider world of knowledge. It is by stimulating a zest for learning in general that teachers can perform their greatest service to those in their care, for a zest for learning is a zest for life.” - The Importance of Teaching

3 Intellectual Development
William Perry – “Forms of intellectual and ethical development in the college years: A scheme” A Qualitative Research Study Interviewed Harvard Students in the 50s, 60s Asked: “What stands out for you this year?” Perry “Tracked” Individual Development Created a 9-Position Model (Using a process of Induction) Know: Induction vs. Deduction

4 Caveats Before Presenting ‘Perry’
Everyone goes through these stages College simply accelerates your movement This is Finn’s version of Perry Remember: Models are not “the truth” Models are approximations (in the world of ideas) of phenomena (in the physical world)

5 Basic Duality (Position 1, 2)
Our first view of knowledge is basic duality Everything is either: Right or wrong, Black or white, Good or bad There are no shades of gray All questions/problems are solvable Authorities have the answers, or can get them (parents, teachers, experts, government) Knowledge: an objective body of facts Assignments: Designed to get the right answer

6 Positions 1 & 2: Duality 1. Basic Duality
2. Multiplicity: Pre-Legitimate As we get older, we notice that conflicting points of view exist We assume not all authorities have “the truth” – some are mistaken “I know there are other viewpoints AND, they are wrong.” Assignments: Work through the issues, but come up with the (one) right answer

7 Multiplicity (3, 4a) 3. Multiplicity: Subordinate
4a. Multiplicity: Correlate In “multiplicity subordinate,” there are 2 kinds of problems: those with known answers, and those where the answer is not yet known; Authority still has the answers In “multiplicity correlate,” people accept epistemological uncertainty as a legitimate view Knowledge: facts and principles that can be proven Assignments: worry about whether this is a problem where the answer is not yet known

8 Relativism (4b, 5, 6) 4b. Relativism Subordinate
5. Relativism: Correlate, Competing, Diffuse 6. Commitment: Foreseen In “relativism correlate:” there is more than one approach to a problem Math / science has answers; humanities, criticism do not) Knowledge: the way anyone choose to organize and interpret the information Assignments: the goal is to give the teachers what they want; many students learn to “shoot the bull”

9 Relativism (4b, 5, 6) 4b. Relativism Subordinate
5. Relativism: Correlate, Competing, Diffuse 6. Commitment: Foreseen In “relativism diffuse:” Full-blown acceptance of relativism Knowledge: by nature, is contextual Assignments: some answers are better than others, depending on the context. The student’s job is to practice evaluating solutions.

10 The test of a first-rate intelligence is the ability to hold two opposing ideas in mind at the same time and still retain the ability to function. - F. Scott Fitzgerald

11 Commitment (7, 8, 9) 7. Initial Commitment
8. Orientation in Implications of Commitment 9. Developing Commitment In “Initial commitment:” People realize they need to make choices about what (base of knowledge) to believe in To take action, to be effective, you must put a stake in the ground Not as w/ Duality, but having examined legitimate, competing alternative structures of knowledge Knowledge: constructed from one’s experience

12 Commitment (7, 8, 9) 7. Initial Commitment
8. Orientation in Implications of Commitment 9. Developing Commitment In # 8 and # 9: #8: people see the trade-off between expansive possibilities and then narrowing after choosing #9: a continual expansion and updating of commitments Knowledge: relativists apply a complex test to novel ideas and issues Commitments are defensible and explainable in the context of a tested belief structure

13 In-Class Team Exercise # 12 - Part 1
Each person spend 1 minute giving a VERY BRIEF SUMMARY of a situation that happened to them in a college course, where: A professor talked about something (theoretical) that you did not understand. You disagreed (in some way) with a professor’s argument that (some specific) knowledge was “subjective.” Note: Do NOT Focus on a Situation Where You Believe the Professor was “Wrong” or Did Something Wrong – You Won’t Learn Anything! Deliverable: write down ONLY the names of teammates who shared an experience – (AND summarized it in 1 minute)

14 Final Thoughts on Intellectual Development
Perry is a simply one roadmap It’s a structure to help explain the process – in college and beyond Think about Perry’s “Positions” when you don’t understand why a teacher did something (graded, critiqued, asked questions) The frustration, upset or confusion you feel may be traceable to being “pushed” to think at the next position (before you’re actually there)


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