Malcolm Rivera
Postformal thought is considered the highest level of thinking in adulthood. It is practical, realistic, and individualistic, characterized by an understanding of the complexities of various perspectives. Postformal thinking is qualitatively different from formal operational thinking, which relies primarily on a formal logical mode of analysis. It is marked by a shift from dualistic, absolute, black-and-white thinking to multiplicity and relativism, recognizing the importance of context and embracing the complexities of social reality and emotional involvement in problem-solving. While some adults may display characteristics of postformal development, others may not, leading researchers to adopt a functionalist approach to explain the lack of a strong positive developmental trajectory in postformal thinking during adulthood.
| Characteristics | Values |
|---|---|
| Type of thinking | Postformal thought |
| Comparison with younger adults | Older adults display higher levels of relativistic and dialectical thinking |
| Comparison with Piaget's theory | Postformal thought is more flexible, individualistic, and realistic than Piaget's formal operational thinking |
| Change with age | Postformal thought increases with age and experience |
| Change with education | Postformal thought increases with education |
| Comparison with adolescents | Adolescents tend to think in dichotomies or absolute terms, while postformal thought involves multiplicity and relativism |
| Practical considerations | Postformal thought is more practical and balanced |
| Synthesis of viewpoints | Postformal thought involves synthesising various viewpoints to come up with new ideas |
| Ambiguity | Postformal thought involves the ability to tolerate ambiguity and accept contradictions |
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What You'll Learn
Postformal thought
This type of thinking involves relativistic thinking, which is the understanding that things may be relative and context-dependent, rather than absolute. It acknowledges that multiple perspectives and truth systems can exist simultaneously and that there may not always be a clear right or wrong. This is in contrast to universalistic formal thinking, which assumes stable truths and a single universal order.
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Dialectical thought
Dialectical thinking is a nuanced way of thinking that recognises the multifaceted nature of reality and the inherent contradictions or tensions that exist within it. Rather than seeking to resolve or ignore these contradictions, dialectical thought seeks to understand and integrate opposing elements to gain a deeper and more comprehensive understanding.
A chessboard is a good visual representation of dialectical thinking. Each black and white square retains its individuality and unique value while coexisting and cohabiting with its antithesis. This illustrates the essence of dialectical thinking, which is to juxtapose opposites, recognising and valuing each for its distinctive worth.
In other words, dialectical thinking is about embracing paradoxes and finding a balance between seemingly contradictory ideas. This form of thinking challenges our binary predispositions, which are driven by the most primitive part of our brain, the basal ganglia, which keeps us safe by categorising things simply as safe or risky, friend or enemy, right or wrong.
Through neuroplasticity, the brain reinforces these binary thinking patterns the more we use them. However, dialectical thinking allows us to transcend these limitations and achieve more.
In education, dialectical thinking has been overlooked, yet it can be a valuable tool for critical and creative thinking. Students can be taught that opposing views of reality can be reconciled into a meaning that is more reasonable than either of the contradictory positions. This is known as the Socratic Method, which has been criticised as an abuse of dialectical thinking. Other teaching methods that encourage dialectical thinking include the "ReQuest" procedure, which involves loosely structured instructional conversations, and the "Question Only" procedure, where students repeatedly question the teacher to gain a full understanding of a topic.
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Socioemotional aspects
Adulthood is a period of significant cognitive development, marked by a transition from formal operational thinking to postformal thought. This shift is characterised by a greater capacity for socioemotional reasoning, which involves the ability to navigate the complexities of social and emotional situations.
The socioemotional aspects of adult reasoning are integral to solving practical problems and understanding social cognition. This type of thinking allows adults to embrace the complexities of social reality and emotional involvement in problem-solving. It enables individuals to consider multiple perspectives and contexts, appreciate ambiguity and uncertainty, and utilise practical experience when making decisions.
During early adulthood, cognitive and brain development is influenced by education and experience. This period is often associated with higher education, career exploration, and the establishment of intimate relationships. Young adults may move from formal logical thinking to postformal thinking, becoming more adept at considering multiple viewpoints and practical experiences when making decisions. They become more accepting of ambiguity and uncertainty, recognising that most situations and ideas are not entirely black and white.
The ability to think dialectically is considered one of the most advanced aspects of postformal thought. This type of thinking involves synthesising opposing viewpoints, tolerating contradictions, and generating new ideas or problems rather than solving existing ones. It is characterised by a shift from dichotomous thinking, where ideas are perceived as absolute and mutually exclusive, to a more nuanced understanding that recognises the validity of multiple perspectives.
Parenthood, a significant aspect of adulthood, also influences socioemotional development. It impacts a person's identity, emotions, daily behaviours, and other facets of their lives. While extensive research has focused on the influence of parents on children, less is known about how children impact their parents' development. This highlights the multifaceted nature of socioemotional aspects in adulthood, encompassing both interpersonal relationships and intrapersonal cognitive shifts.
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Abstract concepts
Abstract thinking is the ability to understand concepts that are real, such as freedom or vulnerability, but which are not directly tied to concrete physical objects and experiences. It is a type of higher-order thinking that involves ideas and principles that are often symbolic or hypothetical. Abstract thinking is not innate and develops throughout childhood as children gain new abilities, knowledge, and experiences. According to Jean Piaget's theory of cognitive development, children go through four distinct stages of intellectual development: the sensorimotor stage, preoperational stage, concrete operational stage, and formal operational stage. During the formal operational stage, abstract thinking skills emerge alongside the continued growth of concrete reasoning.
Abstract thinking is essential in adulthood, where it is continuously refined and applied in personal, professional, and problem-solving contexts. It allows adults to make complex decisions, plan for the future, and adjust to a rapidly changing world. For example, in relationships, abstract thinking helps individuals understand emotions, motivations, and complexities. Instead of merely reacting to surface-level interactions, abstract thinking enables people to explore the underlying dynamics, consider different perspectives, empathize with others, and devise solutions that foster mutual understanding and growth.
Another example of abstract thinking in adulthood is its role in resolving conflicts. Abstract thinking allows individuals to anticipate outcomes, spot patterns, and think critically about situations. It enables the consideration of possibilities beyond the obvious and the exploration of innovative solutions. For instance, an adult passionate about environmental issues can utilize abstract thinking to advocate for change, conceptualize a better future, and understand the interconnectedness of environmental, economic, and social factors.
The ability to think abstractly is valuable in academic and professional pursuits. It helps scientists devise new theories, artists create, and entrepreneurs innovate. In academic subjects such as mathematics, language, history, social studies, and philosophy, abstract thinking is frequently employed. Math skills, for instance, rely on the ability to conceptualize numbers and operations without always relying on physical objects. The study of language often involves analyzing and expressing abstract ideas, making generalizations about human nature, and using figurative language like metaphors and similes.
Overall, abstract thinking is a critical skill in adulthood, facilitating problem-solving, decision-making, and creativity. It enables adults to navigate complex social situations, understand abstract concepts, and adapt to diverse experiences and changing circumstances.
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Dualism to multiplicity to relativism
The transition from dualism to multiplicity to relativism is a key aspect of Perry's Scheme, a model that outlines the evolution of thinking from simplistic to complex reasoning. This evolution is particularly relevant to understanding the highest level of thinking in adulthood, which is often characterised as postformal thought.
Dualism
Dualism, the first stage of Perry's Scheme, is characterised by the belief in absolute knowledge. In this stage, individuals tend to see knowledge as binary, with distinct categories of Truth and Falsity, Right and Wrong, Good and Bad. Authorities are seen as the unquestionable sources of truth, and individuals are not yet able to recognise multiple perspectives or shades of grey.
Multiplicity
The next stage, multiplicity, introduces the acknowledgement that knowledge may have grey areas. While most knowledge is still viewed as absolute, there is a realisation that in some fields, there may not be clear-cut answers. This can lead to an anti-establishment attitude, where individuals question the need for values or ideologies.
Relativism
Relativism marks a significant shift in thinking, where individuals recognise that knowledge is relative to one's perspective and cultural and contextual factors. This stage involves grappling with complexity and ambiguity, embracing multiple viewpoints, and understanding the impact of context on knowledge. Individuals in this stage may exhibit a sense of "it depends" or acknowledge the situation's complexity.
Commitment within Relativism
The final stage, commitment within relativism, demonstrates a deep understanding of the complexities of different perspectives. Individuals at this stage can critically evaluate assumptions and implications, recognising that perspectives are shaped by specific contexts. They can hold their own views while respecting the validity of others, even if they disagree.
Overall, the progression from dualism to multiplicity to relativism reflects a maturing of thought, moving from simplistic absolutes to a nuanced understanding of knowledge as contextual and multifaceted. This evolution aligns with the highest level of thinking in adulthood, characterised by postformal thought and a sophisticated ability to navigate complexity and ambiguity.
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Frequently asked questions
Postformal thought is considered the highest level of thinking in adulthood. It is practical, realistic, and individualistic, and involves understanding the complexities of various perspectives.
Postformal thought is often described as more flexible, logical, and dialectical than previous stages of cognitive development. It involves a willingness to accept moral and intellectual complexities, and the ability to reason from multiple perspectives and synthesize various viewpoints to come up with new ideas.
Postformal thought capabilities develop with education and experience. As individuals mature, they move towards more practical considerations, and their thinking becomes more flexible and balanced. Abstract ideas that adolescents believe in firmly may become standards by which individuals evaluate reality.
