ðə pˈɛɹi skˈiːm ʌv ᵻpɪstˈɛmɪk dɪvˈɛləpmənt bɪkˌʌmz pɹɪskɹˈɪptɪv wɛn tˈiːtʃɪŋ ænd kɜːɹˈɪkjʊləm ɑːɹ “ˈɑːptɪməli dɪzˈaɪnd tʊ ɪnvˈaɪt, ɛŋkˈɜːɹɪdʒ, tʃˈælɪndʒ, ænd səpˈoːɹt stˈuːdənts ɪn sˈʌtʃ dɪvˈɛləpmənt” pˈɛɹi, nˈaɪntiːnhˈʌndɹɪd ˈeɪɾi wˈʌn, pˈiː. wˈʌnhˈʌndɹɪd sˈɛvən.
The Perry scheme of epistemic development becomes prescriptive when teaching and curriculum are “optimally designed to invite, encourage, challenge, and support students in such development” (Perry, 1981, p. 107).