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ERIC Number: EJ906020
Record Type: Journal
Publication Date: 2010
Pages: 13
Abstractor: As Provided
Reference Count: 76
ISBN: N/A
ISSN: ISSN-1085-5300
Understanding as an Educational Objective: From Seeking and Playing with Taxonomies to Discovering and Reflecting on Revelations
Iran-Nejad, Asghar; Stewart, William
Research in the Schools, v17 n1 p64-76 Spr 2010
Acquiring knowledge with comprehension has been the stated goal of education at least since the publication of the Bloom Cognitive Taxonomy, even though progress in research and practice has not kept up with the theory. In this article, we explain the slow rate of progress in education for understanding and argue that the taxonomic approach reverses the relationship between knowledge and understanding and, therefore, has contributed to the popularity of disembodied knowledge acquisition at the expense of the development of embodied understanding and higher educational objectives. For a solution, we outline an alternative approach based on the ideas that knowing and understanding are more different than they are alike and that knowing emerges out of the foundation of embodied understanding in the form of insights. (Contains 1 table.)
Mid-South Educational Research Association (MSERA). Web site: http://www.msera.org/rits.htm
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A