Self in Relation: A theory of women development - Essay Example

Self in Relation: A theory of women development Women’s development theory describes the development process in women, cognitive or intellectual development in women involves the perspectives on how women view themselves in relation to knowledge position and the relationship it exists as knowledge is concern. The theory saw its publication under “The Women’s Ways of Knowing: The Development of Self, Voice and Mind” (Perry 125). The theory is the work of four authors Mary Field Belenky, Blythe Mcvicker Clinchy, Nancy Rule Goldernberg and Jill Mattuck Tarule.

Ways of knowing of various groups of women were investigated in theory; the focus was in the identification of intellectual development across a wide range of contexts formal educational system included. The author’s discovery on the existence of developmental theories based on cognitive development of women came into being because of the works of various theorists including Perry (cognitive development theory) and Gilligan (moral development in women). The authors, however, was not satisfied with the works of these developmental theorists, they felt that the theories failed to address issues and experiences common and crucial to the cognitive development of women.

The authors describe additional knowledge perspectives and gender influences on women’s cognitive development, which was not observed in earlier studies. The traditional theorists who perform a study of cognitive development in women included Perry and Gilligan. Perry in his work studied cognitive development in women while Gilligan studied moral development in women. These theories addressed different ways of knowing in relation to cognitive development of women Perry, for example, fail to identify silence as a way of knowing, which affect women’s cognitive development.

Silence is the first epistemological position, which describes the situation of women when they experience disconnection from knowledge, its sources and women’s relationship to knowledge. The perspective normally rare in the women used in studies during the time of earlier theorists, the knowledge was absent in Perry’s scheme and other traditional cognitive developmental theorists. Women used in the development of these theories were left in isolation; as they fear the authorities, they had no dependent voice.

They hold a view towards themselves of being unable to know and think, and not in a position of conducting internal dialogue or having no connection to others. To them, they view words as weapons for inflicting harm and isolation with an intention of diminishing others. These theorists did not realize the significance of silence and the implication it had among the women. Modern developmental theorists on women view silence as lack of confidence in oneself and put emphasis on those women experiencing the problem.

They pointed out that the act denies them intellectual endowment.Another unique feature-characterizing women lacking in the works of earlier theorists are the received knowledge, which women used in studies related to perceived knowledge. Learning process according to received knower’s entails knowledge reception and repetition. Words in this case are seen as critical in the learning process rather than being weapons. Women used in studies lacked confidence on themselves on matters concerning speech, social norms and personal expectations.

The theorists fail to identify this aspect among the women, yet they form the basis of their daily undertakings. Modern cognitive development theories have significantly contributed in the field they have managed to address the unique issues affecting women, which the traditional theorists failed to address. It can; thus, be concluded that Perry’s theory of cognitive development in women is inappropriate the theory failed to identify unique stages of epistemological change among the women; modern cognitive development theorist like Belenky, Clinchy, Goldberger and Tarule later identified these stages.

These unique aspects missing in Perril’s theory include silence, received knowledge, subjective knowledge, procedural knowledge and constructed knowledge (Perry 25).Work Cited:Perry, William G. Forms of intellectual and ethical development in the college years. New York, NY: Holt, Rinehart and Winston, 2000. Print.