"Bloom's Taxonomies"
Cognitive and Affective Domains
| Knowing | Dad says "You can not go out." Now you Know. | Thesis | |
| Comprehension | Dad looks you in the eyes and says "Do you understand!" You understand, i.e., comprehend — You had better not go out "or else." |
||
| Application | You, following your feelings of the 'moment,' decide to go out. | Antithesis | |
| Analysis | As dad is taking you to the "woodshed" you now Know how important Knowing (obeying) is, yet, if chastening did not do its job, ;you might ;still be ;dialoguing within yourself, talking to your "self" ;regarding ;your desire to go out as well as your dissatisfaction with restraint, i.e., your dissatisfaction with the restrainer. This is the seedbed for 'change.' | ||
| By adding the Affective Domain (the children's "feelings" of the 'moment') to the Cognitive Domain (to Knowing) Bloom takes the class beyond the father's/Father's authority (system), making the students "feelings" (their affection) of the 'moment," i.e., their "sense experience," i.e., their "sensuous needs" and "sense perception" of the 'moment,' i.e., their opinion of the 'moment,' i.e., their desire for pleasure and ;their dissatisfaction ;with restraint, i.e., their resentment (hatred) toward the restrainer the ground from which right and wrong are determined (for the 'moment,' i.e., for that particular situation—called situation ethics). From then on, the children's "super-ego," i.e., their feelings of the 'moment' guide their thoughts and actions and their relationship with one another and the world around them, establishing their "feelings" of the 'moment' over and therefore against the father's/Father's authority (system), negating the guilty conscience (for doing wrong)—which the father's/Father's authority (system) engenders—in the process. | |||
| Synthesis | Removing the threat of the "woodshed," the children are free to feel, think, and act and relate with one another and the world naturally, i.e., to say and do what comes naturally to them in the 'moment, verbally ;striking out at or disregarding ;anyone who tries to restrain them. In 'liberating' their "self" from parental authority ;anarchy is engendered. By reeling them (their "self") in to group harmony ;via the dialoguing of opinions to a consensus, socialism is engendered—there is no father's/Father's authority system, i.e., absolute right and wrong in the act of dialoguing ;opinion. Therefore they are free to say and do what comes naturally to them (for the "good" of self and society) without having a guilty conscience (for doing wrong). Done in a "group" setting, ;via the ;consensus process, and putting it into group action, i.e., into social action (praxis), ;synthesis ;(comradeship) is engendered in the children's feelings, thoughts, and actions, and in their relationship with one another and the world, ;negating that which divides them from ;themselves ;and from the world, i.e., the father's/Father's authority system, in the process. | Synthesis | |
| Evaluation | From then on the children Evaluate what they can or can not do according to their "feelings" of the 'moment,' i.e., according to their desires of the 'moment,' making them subject to the situation of the 'moment' which stimulates their "feelings" (making themselves subject to the facilitator of 'change'—who, by ;manipulating the situation of the 'moment,' i.e., only allowing "appropriate information" to be brought into the so called "discussion," is able to ;seduce and deceive the children, thereby gaining control over them ;for ;his or her ;own gain) rather than the children Evaluating themselves, others, and the world from their dad's (the father's/Father's) standards, i.e., evaluating themselves, others and the world according to his commands, rules, facts, and truth. Thereafter Knowledge becomes subject to "human nature" only, i.e., subject to the child's ;"sense experience" only, 'liberating the child from the father's/Father's authority system and from having a guilty conscience for doing wrong, i.e., for disobeying. "Higher Order Thinking Skills," now used on (and by) the children for "relationship building," establishes the law of the flesh, i.e., the law of sin as the ;foundation from which all laws are to be established, making all laws subject to continuous 'change.' | ||
©Institution for Authority Research, Dean Gotcher 2016