<Notes>Considerations of the Theory of Student Development in Higher Education: A Review of Student Development in College

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  • Kawai, Toru
    Institute for Teaching and Learning, Ritsumeikan University

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  • <研究ノート>大学生の成長理論の検討―Student Development in Collegeを中心に―
  • 大学生の成長理論の検討 : Student Development in Collegeを中心に
  • ダイガクセイ ノ セイチョウ リロン ノ ケントウ : Student Development in College オ チュウシン ニ

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The purpose of this paper is to consider the relationship between various theories of student development througha review of Evans, Forney, Guido, Patton, and Renn’s Student Development in College. First, an overview of the history ofstudent development theory and practice is provided. Second, general development theories, such as Erikson’s identitytheory and Kohlberg and Gilligan’s moral development theory are examined. Third, student development theory is focusedon, particularly Chickering’s comprehensive seven vectors theory and Perry’s cognitive development theory. Next, theauthor examines Perry’s proposed theories of cognitive and epistemological development, Belenky’s women’s ways ofknowing, King and Kitchener’s reflective judgment model, and Baxter-Magolda’s research on epistemological reflection andself-authorship. It is subsequently argued that cognitive and epistemological development is a central issue among collegestudents, which entails the view of knowledge, the definition of a situation, and involvement in the knowledge constructionprocess. It is further proposed that this kind of development is parallel to intrapersonal and interpersonal development.

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