Paper Contents
Abstract
This paper explores cognitive development beyond childhood, focusing particularly on the college level, where the limitations of Piagets stage theory become evident. While Piagets formal operational stage addresses cognitive growth until late adolescence, it leaves a conceptual gap in understanding adult intellectual and ethical growth. William G. Perrys cognitive and ethical development theory offers a robust framework for understanding this next phase, with distinct stages that reflect the evolving epistemic orientations of college students. Further, this paper draws cross-cultural connections between Perrys framework and the principles of Indian Jain philosophyspecifically Anekntavda and Sydvdahighlighting a rich dialogic potential in global educational thought. The SOLO taxonomy is also considered to frame learning outcomes that align with Perrys stages. Ultimately, this paper argues for a constructivist and integrative approach to higher education pedagogy that aligns developmental theory, learning design, and ethical reasoning.
Copyright
Copyright © 2025 Kinjal chakraborty. This is an open access article distributed under the Creative Commons Attribution License.
