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ERIC Number: ED126031
Record Type: Non-Journal
Publication Date: 1976
Pages: 17
Abstractor: N/A
Reference Count: N/A
The Taxonomy of Educational Objectives Needs a Reformation.
Masters, James S.
This paper suggests and examines four ways in which the "Taxonomy of Educational Objectives" needs reforming. When a teacher assumes that all educational objectives belong to one of this taxonomy's three categories--cognitive, affective, or psychomotor--then trying to fit certain important kinds of objectives into the taxonomy becomes very puzzling; for example, social and problem-solving skills. These skills are of major importance in school learning situations but are not included in the taxonomy in any systematic way. They should be arranged so that the basic social awarenesses and kinds of responses are made clear. Suggestions should be presented for developing and evaluating these skills so that teachers can have a guide for organizing classroom activities aimed at developing these skills. If the taxonomy included a separate domain of problem-solving skills, clearly indicating their interrelationships in the overall process of problem-solving, then their importance in the eyes of curriculum workers and teachers would be greatly heightened. The psychomotor domain of the taxonomy needs to be completed. This domain should include motor and manipulatory skills building upon the basic awareness and responses essential to human learning. There is also a need for an adequate underpinning of basic awareness in all domains of educational objectives. This should be corrected by definitely including awareness as the first level of the cognitive domain. The fourth area of difficulty in dealing with the taxonomy is the lack of precision and thoroughness in analyzing the affective domain. The usefulness of the taxonomy could be enhanced by the inclusion of subtaxonomies both of emotional and imaginal skills. (DMT)
Publication Type: Books
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A