Relationship To Perry's Cognitive Development Theory
The position of silence is absent from Perry's scheme. Received knowledge is comparable to Perry's dualism in that knowledge is viewed as black-and-white absolute truths handed down by infallible authorities. However, Perry's dualistic men aligned themselves with authority, while Belenky, Clinchy, Goldberger, and Tarule's received knowers generally felt disconnected from authority (Love and Guthrie 1999). Subjective knowledge is similar to Perry's multiplicity, in that both emphasize personal intuition and truth. However, Perry identified the typical age of the transition to multiplicity as early adolescence, while the women in the above study exhibited this transition over the whole spectrum of ages studied. Love and Guthrie (1999) also emphasize that, while this transition is relatively smooth for many of Perry's men, rejection of the past, sometimes including geographic relocation, was critical to this transition in many women in the Belenky, Clinchy, Goldberger, and Tarule study. Procedural knowledge shared similarities with Perry's relativism in its emphasis on context and situation-specific evidence. Constructed knowledge is similar to Perry's commitment in the sense that both incorporate the role of the knower in knowledge, but differed in other important ways.
Read more about this topic: Women's Development Theory
Famous quotes containing the words relationship to, relationship, perry, cognitive, development and/or theory:
“Film music should have the same relationship to the film drama that somebody’s piano playing in my living room has to the book I am reading.”
—Igor Stravinsky (1882–1971)
“If the relationship of father to son could really be reduced to biology, the whole earth would blaze with the glory of fathers and sons.”
—James Baldwin (1924–1987)
“As Ah Ling would say, “Even though the eyes may see, the mind will not believe.””
—Joseph O’Donnell, and Clifford Sanforth. Arthur Perry (Bela Lugosi)
“Creativity becomes more visible when adults try to be more attentive to the cognitive processes of children than to the results they achieve in various fields of doing and understanding.”
—Loris Malaguzzi (20th century)
“I do seriously believe that if we can measure among the States the benefits resulting from the preservation of the Union, the rebellious States have the larger share. It destroyed an institution that was their destruction. It opened the way for a commercial life that, if they will only embrace it and face the light, means to them a development that shall rival the best attainments of the greatest of our States.”
—Benjamin Harrison (1833–1901)
“... liberal intellectuals ... tend to have a classical theory of politics, in which the state has a monopoly of power; hoping that those in positions of authority may prove to be enlightened men, wielding power justly, they are natural, if cautious, allies of the “establishment.””
—Susan Sontag (b. 1933)