To provide effective instruction, a taxonomic framework is proposed which (1) includes all possible learner outcomes yet is understandable and manageable, (2) provides order to currently existing taxonomies of learner outcomes, and (3) facilitates instructional planning. Domains of organismic adaptation roughly corresponding to (1) the need for internal regulatory mechanisms that permit survival and growth of the organism (regulatory domain), (2) the need for interpersonal relationships which lead to the perpetuation and social ordering of the species (interpersonal domain), and (3) the need for competencies which permit adaptations to external environmental demands (cognitive domain) may be identified. Each domain is composed of three systems: regulatory-physical, emotionality, and identity; interpersonal-sexual, status, and friendship-love; cognitive-psychomotor, intellectual, and attitudinal. It is assumed that only cognitive or competence outcomes are "learned." Outcomes in the vital domain are viewed as accrued "residue" from all that happens to an organism in the course of its existence, while outcomes in the interpersonal domain are seen as "shaped" rather than learned. (This document and SP 002 156-SP 002 180 comprise the appendixes for the ComField Model Teacher Education Program Specifications in SP 002 154.) (Author/SG)