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Benjamin S. Bloom

"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." (Benjamin Bloom, et al., Taxonomy of Educational Objectives, Book 1, Cognitive Domain)

"Whether or not the classification scheme presented in Handbook I: Cognitive Domain is a true taxonomy is still far from clear."  (David Krathwohl, Benjamin S. Bloom Book 2 Affective Domain)

"Certainly the Taxonomy was unproved at the time it was developed and may well be 'unprovable.'"  (Benjamin Bloom, Forty Year Evaluation)

"No hypothesis in this body of writings has been fully tested. Nor will it be tested fully until it has been used widely in thoughtful experimentation with actual social changes. The school offers an important potential laboratory for the development of a truly experimental social science. Experimentally minded school workers can develop and improve the hypotheses suggested in these readings as they put them to the test in planning and evaluating changes in the school program." (Kenneth Benne,  Human Relations in Curriculum Change)

"It was the view of the group that educational objectives stated in the behavior form have their counterparts in the behavior of individuals, observable and describable therefore classifiable."  "Only those educational programs which can be specified in terms of intended student behaviors can be classified." "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."  (Benjamin Bloom, et al., Taxonomy of Educational Objectives, Book 1, Cognitive Domain)

"Educational procedures are intended to develop the more desirable rather than the more customary types of behavior." "The student must feel free to say he disliked _____ and not have to worry about being punished for his reaction." (Benjamin Bloom, et al., Taxonomy of Educational Objectives, Book 1, Cognitive Domain)

"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." (Benjamin Bloom, et al., Taxonomy of Educational Objectives, Book 1, Cognitive Domain)

"In the eyes of the dialectical philosophy, nothing is established for all time, nothing is absolute or sacred." (Karl Marx)

"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."   (Benjamin Bloom, et al., Taxonomy of Educational Objectives, Book 1, Cognitive Domain)

"The school can also continue its long-accepted role of providing within its environment a democratic society closer to the ideal than the adult community has yet been able to achieve.  It can provide a setting in which young people can experience concretely the meaning of our democratic ideals.  It is crucially important for children to see firsthand a society that encourages and supports democratic values." "Educational philosophies in a democratic society are likely to emphasize strongly democratic values. These four values are:  1) The importance of every human being. 2) Opportunity for wide participation in social groups in society. 3) Encouragement of variability of life styles. 4) Faith in intelligence rather than authority."  "Should the school develop young people to fit into the present society as it is or does the school have a revolutionary mission to develop young people who will seek to improve the society?" Perhaps a modern school would include in its statement [that] it believes that the high ideals of a good society are not adequately realized in our present society and that through the education of young people it hopes to improve society."  (Ralph W. Tyler, "Achievement Testing and Curriculum Construction," Trends in Student Personnel Work)

"… a psychological classification system."   (Benjamin Bloom, et al., Taxonomy of Educational Objectives, Book 1, Cognitive Domain)

"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. …consistent with relevant and accepted psychological principles and theories." (Benjamin Bloom, et al., Taxonomy of Educational Objectives, Book 1, Cognitive Domain)

 "… the man who has achieved a philosophy of life – who knows who he is – has arrived at this truth through painful intellectual effort in which the more complex mental processes of the Cognitive Taxonomy are clearly functioning." "Judges problems in terms of situation, issues, purposes, and consequences involved rather than in terms of fixed, dogmatic precepts …." "Obedience and compliance are hardly ideal goals." "A basic tenet of liberal education is that it is by means of intellectual effort that a philosophy of life in large measure is formed." "The major ingredient required in such instruments is that the problem be sufficiently subtle and complex … that the generalized set which we wish to observe can be brought into play." "We are not interested in whether the problem is solved accurately or with elegance." "We want the student to lead the good life and become a good man in all his parts." "… the greatest good for the greatest number."  (Benjamin Bloom, et al., Taxonomy of Educational Objectives, Book 1, Cognitive Domain)

"Meyers in his study emphasizing group think, Higher Horizons 1961, stated that 'to develop attitudes and values toward learning which are not shaped by the parents and guardians or by the peer group in the neighborhood' produces 'conflict and tension between parents and children, between students, and peer groups who are not participating in the special opportunities."  (David Krathwohl, Benjamin Bloom et al. Taxonomy of Educational Objectives Book 2: Affective Domain)

"Freud's concept of superego definition, … that the child internalizes the father figure to form the superegos as a way of resolving the pressures of exigencies [necessity] of the family." (David Krathwohl, Benjamin Bloom et al. Taxonomy of Educational Objectives Book 2: Affective Domain, p. 31)

"The superego is conceived in psychoanalysis as functioning substantially in the same way as the conscience. Superego development is conceived as the incorporation of the moral standards of society.  Therefore the levels of the Taxonomy should describe successive levels of goal setting appropriate to superego development." (David Krathwohl, Benjamin Bloom et al. Taxonomy of Educational Objectives Book 2: Affective Domain, p. 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." (David Krathwohl, Benjamin Bloom, etc. Taxonomy of Educational Objective Book 2 Affective Domain p. 54)

"To create effectively a new set of attitudes and values, the individual must undergo great reorganization of his personal beliefs and attitudes and he must be involved in an environment which in may ways is separated from the previous environment in which he was developed.... many of these changes are produced by association with peers who have less authoritarian points of view, as well as through the impact of a great many courses of study in which the authoritarian pattern is in some ways brought into question while more rational and nonauthoritarian behaviors are emphasized." (David Krathwohl, Benjamin Bloom et al. Taxonomy of Educational Objectives Book 2: Affective Domain)

"Newcomb's research suggests that a very powerful environment can make for significant growth or change in a complex affective objective …"  (David Krathwohl, Benjamin Bloom et al. Taxonomy of Educational Objectives Book 2: Affective Domain)

"… objectives can best be attained where the individual is separated from earlier environmental conditions and when he is in association with a group of peers who are changing in much the same direction and who thus tend to reinforce each other.  "  (David Krathwohl, Benjamin Bloom et al. Taxonomy of Educational Objectives Book 2: Affective Domain, p. 84)

"For the most part the students who were able to resist the effects of this basic theme … who did not change significantly were individuals who were not in effective communication with the larger environment."  (David Krathwohl, Benjamin Bloom et al. Taxonomy of Educational Objectives Book 2: Affective Domain, p. 84)

"Teachers and other adults in the home or school sometimes blithely assume that they are the significant figures in the environment…. becomes less true as the individual frees himself from the domination or control of the adult."  (David Krathwohl, Benjamin Bloom et al. Taxonomy of Educational Objectives Book 2: Affective Domain, p. 84)

"… Bloom (1964) finds that the individual is more open to some of these major changes earlier in the growth period than later… …, the early environment in the home as well as the school– may more effectively produce significant changes in basic attitudes than are likely to be produced later in the career of the individual"  (David Krathwohl, Benjamin Bloom et al. Taxonomy of Educational Objectives Book 2: Affective Domain, p. 84)

"In the traditional society each child is at the mercy of his parents.  The ‘natural processes' by which they socialize him makes him a replica of them."  "Strengthening the family to draw the adolescent back into it faces serious problems, as well as some questions about its desirability."  "Equality of Opportunity becomes ever greater with the weakening of family power."  "Rather than bringing the father back to play with his son, this strategy would recognize that society has changed, and attempt to improve those institutions designed to educate the adolescent toward adulthood."  "In order to [improve those institutions], one must know how adolescent societies function, and beyond that, how their directions may be changed."  "The family has little to offer the child in the way of training for his place in the community."  (James Coleman,  The Adolescent Society)

"… Newcomb (1943) suggests that social liberalism is likely to be retained after college only when the environment reinforces these attitudes." (David Krathwohl, Benjamin Bloom et al. Taxonomy of Educational Objectives Book 2: Affective Domain, p. 84)

"Darley (1938) the retention of affective changes … how early in the individual's career the objective was developed, how deep-seated the learning has been, and the environmental forces to which the individual is subjected over the school and postschool years."  (David Krathwohl, Benjamin Bloom et al. Taxonomy of Educational Objectives Book 2: Affective Domain, p. 84)

"Asch (1952) … the shaping of attitudes … the process of interaction between the individual and the environment which brings about major changes."  (David Krathwohl, Benjamin Bloom et al. Taxonomy of Educational Objectives Book 2: Affective Domain, p. 84)

"The affective domain is, in retrospect, a virtual ‘Pandora's Box.  It is in this ‘box' that the most influential controls are to be found. The affective domain contains the forces that determine the nature of an individual's life and ultimately the life of an entire people"

"… a single powerful experience may have as much impact on the individual than many less powerful experiences."

"… cognitive and affective objectives … determined by the learning experience…."  "… increased emphasis on affective objectives … will enable education research workers to resolve … both theoretical and more practical … educational situations." 

"… what learning experience produce what changes in the affective domain … attacked on a theoretical as well as a practical basis."  "… Bruner (1960) …it is not so much what is learned, but how it is learned, which will determine the affective objectives that will be attained at the same time as the cognitive objectives." 

"… learning experiences which are highly organized and interrelated may produce major changes in behavior related to complex objectives in both the cognitive and affective domain."  (David Krathwohl, Benjamin Bloom, Book II  Affective Domain  p. 54, 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." "A major function of education in such a society is to achieve the internalization of this philosophy."
    "This is not to suggest that education in an open society does not attempt to develop personal and social values." "It does indeed." "But more than in traditional societies it allows the individual a greater amount of freedom in which to achieve a Weltanschauung1
(David Krathwohl, Benjamin Bloom, Book II  Affective Domain  p. 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.  Cf. Erich Fromm, 1941; T. W. Adorno et al., 1950"  (David Krathwohl, Benjamin Bloom, Book II  Affective Domain  p. 166)

"Meyers in his study emphasizing group think, Higher Horizons 1961, stated that 'to develop attitudes and values toward learning which are not shaped by the parents and guardians or by the peer group in the neighborhood' produces 'conflict and tension between parents and children, between students, and peer groups who are not participating in the special opportunities." "… objectives can best be attained where the individual is separated from earlier environmental conditions and when he is in association with a group of peers who are changing in much the same direction and who thus tend to reinforce each other." "… Coleman (1961) demonstrates very clearly that during the adolescent periods, under some conditions, the peer group has a greater effect on the students than do teachers and, perhaps, parents." (David Krathwohl, Benjamin Bloom, Book II Affective Domain 1964, p 83, 84, 82)

"Such conditions tend to make performance rather variable if not downright unstable."   (David Krathwohl, Benjamin Bloom, Book 2 Affective Domain  p.174)

"The affective domain is, in retrospect, a virtual ‘Pandora's Box.'" "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." "It is in this ‘box' that the most influential controls are to be found."  "The affective domain contains the forces that determine the nature of an individual's life and ultimately the life of an entire people"
    "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." "A major function of education in such a society is to achieve the internalization of this philosophy."
    "This is not to suggest that education in an open society does not attempt to develop personal and social values." "It does indeed." "But more than in traditional societies it allows the individual a greater amount of freedom in which to achieve a Weltanschauung1" "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.  Cf. Erich Fromm, 1941; T. W. Adorno et al., 1950
"
    "The learning environment must give major emphasis to the … opportunities to practice the behavior." "… grade students with respect to their interests, attitude, or character development." "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." "My attitudes toward God, home and family are private concerns." "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."  "Closely linked to this private aspect of affective behavior is the distinction frequently made between education and indoctrination in a democratic society."

    "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." "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." "Indoctrination has come to mean the teaching of affective as well as cognitive behaviors." "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."
    "… the Taxonomy will provide a bridge for further communication among teachers and between teachers and evaluators, curriculum research workers, psychologists, and other behavioral scientists." "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."
    "… ordering and relating the different kinds of affective behavior." "… we need to provide the range of emotion from neutrality through mild to strong emotion, probably of a positive, but possibly also of a negative, kind." "… organized into value systems and philosophies of life …" 
(David Krathwohl, Benjamin S. Bloom Taxonomy of Education Objectives Book 2 Affective Domain 1964)

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