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An overview of the Perry's model of intellectual development and a discussion of the epistemology of chemistry in that context.

Part I of this series {1) described William Perry's model of intellectual and ethical development (2). His scheme represents a continuum of thinking from simplistic, rightwrong patterns (dualism) to a more complicated, contextual view of reality (relativism). There were three key conclusions of Part I.1. First-year students are usually dualistic in thinking. 2. Chemistry is usually viewed and taught dualistically. 3. It is appropriate and possible to promote growth along the scheme using the strategy of developmental instruction.

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RAMP is an acronym for the process “recognize hazards, assess risk, minimize risk, and prepare for emergencies”. This paper describes these four steps in the context of undergraduate instruction about chemical health and safety.