Radio Show:
Bloom's Taxonomies Part One
The following quotations are from two of the most effective Marxist training manuals this nation has ever had used against its sovereignty. They were developed with the express purpose of destroying the traditional American family, traditional business, our Constitutional Republic form of government (an act of treason by anyone using its methods,) and an individuals faith in God. Every certified teacher in America today is required not only to read these books, but are pressured to utilized their method in the classroom or face professional/social rejection and possible lose of job.
Taxonomy of Educational Objectives The Classification of Educational Goals
Book 1 Cognitive Domain Benjamin S. Bloom EDITOR Longman, NY, 1956
KNOWLEDGE
COMPREHENSION
APPLICATION
ANALYSIS
SYNTHESIS
EVALUATION
"… a psychological classification system." page 6
". . . the taxonomy must be organized from simple to complex classes of behavior." page 15
"But, as has been pointed out before, we recognize the point of view that truth and knowledge are only relative and that there are no hard and fast truths which exist for all time and places." page 23
"Clinical psychologists have long been interested in a means of studying personality" pages 174-175
"Educational procedures are intended to develop the more desirable rather than the more customary types of behavior." page 185
Taxonomy of Educational Objectives The Classification of Educational Goals
Book 2 Affective Domain David R. Krathwohl EDITOR Longman, NY, 1964
RECEIVING (attending)
RESPONDING
VALUING
ORGANIZATION
CHARACTERIZATION BY A VALUE OR VALUE COMPLEX
"The superego is conceived in psychoanalysis as functioning substantially in the same way as the conscience." page 39
"Superego development is conceived as the incorporation of the moral standards of society." page 39
"Therefore the levels of the Taxonomy should describe successive levels of goal setting appropriate to superego development." page 39
"In fact, a large part of what we call "good teaching" is the teacher's ability to attain affective objectives through challenging the student's fixed beliefs and getting them to discuss issues." page 54
"The affective domain is, in retrospect, a virtual ‘Pandora's Box." page 91
"We are not entirely sure that opening our ‘box' is necessarily a good thing; we are certain that it is not likely to be a source of peace and harmony among the members of a school staff." page 91
"It is in this ‘box' that the most influential controls are to be found." page 91
"The affective domain contains the forces that determine the nature of an individual's life and ultimately the life of an entire people" page 91
"In the more traditional society a philosophy of life, a mode of conduct, is spelled out for its members at an early stage in their lives." pages 165-166
"A major function of education in such a society is to achieve the internalization of this philosophy." page 165-166
"This is not to suggest that education in an open society does not attempt to develop personal and social values." "It does indeed." pages 165-166
"But more than in traditional societies it allows the individual a greater amount of freedom in which to achieve a Weltanschauung1" pages 165-166
"1Often this is too challenging a goal for the individual to achieve on his own, and the net effect is either maladjustment or the embracing of a philosophy of life developed by others." pages 165-166
"1Cf. Erich Fromm, 1941; T. W. Adorno et al., 1950" pages 165-166
Taxonomy of Educational Objectives The Classification of Educational Goals Book 1 Cognitive Domain Benjamin S. Bloom EDITOR Longman, NY, 1956
"To Ralph W. Tyler, whose ideas on evaluation have been a constant source of stimulation to his colleagues in examining, and whose energy and patience have never failed us."
"The behaviors in the cognitive domain are largely characterized by a rather high degree of consciousness on the part of the individual exhibiting the behavior." page 19
"… a psychological classification system." page 6
"The idea for this classification system was formed at an informal meeting of college examiners attending the 1948 American Psychological Association Convention in Boston." page 4
"A somewhat more formal presentation was made in a symposium at the American Psychological Association meetings in Chicago in 1951." page 8
"Members of the taxonomy group spent considerable time in attempting to find a psychological theory which would provide a sound basis for ordering the categories of the taxonomy." page 17
"…consistent with relevant and accepted psychological principles and theories." page 6
"It has been pointed out that we are attempting to classify phenomena which could not be observed or manipulated in the same concrete form as the phenomena of such fields as the physical and biological sciences." page 5
"It was the view of the group that educational objectives stated in the behavior form have their counterparts in the behavior of individuals ... observe(able) and discrib(able) therefore classifi(able)." page 5
"The major purpose in constructing a taxonomy of educational objectives is to facilitate communication." page 10
"By educational objectives, we mean explicit formulations of the ways in which students are expected to be changed by the educative process . . . change in their thinking, their feelings, and their actions." page 26
"What we are classifying is the intended behavior of students-- the ways in which individuals are to act, think, or feel as the result of participating in some unit of instruction." page 12
"We are not attempting to classify the particular subject matter or content." page 12
"Only those educational programs which can be specified in terms of intended student behaviors can be classified." page 15
". . . the taxonomy must be organized from simple to complex classes of behavior." page 15
"It is to be hoped that the taxonomy's analysis of problem solving methods will facilitate the exploration of new methods of teaching for high-level problem solving and assist in evaluating these methods." page 43
"The objectives to be finally included should be related to the school's view of the ‘good life for the individual in the good society.'" "What are the important values?" "What is the proper relation between man and society?" "What are the proper relations between man and man?" page 26
"It is recognized that unless the individual can do his own problem solving he cannot maintain his integrity as an independent personality." page 41
"Closely allied to this concept of maturity and integrity is the concept of the individual as member of a democracy." page 41
"Individuals in a democracy are responsible for the conduct of a democratic political system as well as a democratic way of life." page 41
Taxonomy of Educational Objectives The Classification of Educational Goals Book 2 Affective Domain David R. Krathwohl EDITOR Longman, NY, 1964
"In 1948 a group of psychologists interested in achievement testing met at an American Psychological Association Convention in Boston." page 3
"… securing a common terminology for describing and referring to the human behavioral characteristics we were attempting to appraise in our different school and college settings." page 3
"… the types of human reaction or response to the content, subject matter, problems, or areas of human experience . . . defined in terms of thoughts, feelings, and actions." page 3
"Whether or not the classification scheme presented in Handbook I: Cognitive Domain is a true taxonomy is still far from clear." page 11
"The learning environment must give major emphasis to the … opportunities to practice the behavior." pages 11-12
"… grade students with respect to their interests, attitude, or character development." page 17
"One's beliefs, attitudes, values , and personality characteristics are more likely to be regarded as private matters, except in the most extreme instances already noted." page 18
"My attitudes toward God, home and family are private concerns." page 18
"The public-private status of cognitive vs. affective behaviors is deeply rooted in the Judaeo-Christian religion and is a value highly cherished in the democratic traditions of the Western world." page 18
"Closely linked to this private aspect of affective behavior is the distinction frequently made between education and indoctrination in a democratic society." page 18
"Education opens up possibilities for free choice and individual decisions. Indoctrination, on the other hand, is viewed as reducing the possibilities of free choice and decision." page 18
"Indoctrination is regarded as an attempt to persuade and coerce the individual to accept a particular viewpoint or belief, to act in a particular manner, and to profess a particular value and way of life." page 18
"Indoctrination has come to mean the teaching of affective as well as cognitive behaviors." page 18
"Perhaps a reopening of the entire question would help us to see more clearly the boundaries between education and indoctrination, and the simple dichotomy expressed above between cognitive and affective behavior would no longer seem as real as the rather glib separation of the two suggests." page 18
"Perhaps one of the most dramatic events highlighting the need for progress in the affective domain was the publication of Jacob's Changing Values in College (1957)." page 20
"…teachers … yeald[ing] control over objectives to the examiners will . . . enable students to grow in ways specified by the objectives." "… places educational direction (and control) in the hands of a small number of instrument makers." page 22
"… the Taxonomy will provide a bridge for further communication among teachers and between teachers and evaluators, curriculum research workers, psychologists, and other behavioral scientists." page 23
"As this communication process develops, it is likely that the ‘folklure' …can be replaces by a somewhat more precise understanding of how affective behaviors develop, how and when they can be modified, and what the school can and cannot do to develop them in particular forms." page 23