Abstract
Two taxonomies of instructional goals (Bloom and Krathwohl, Taxonomy of educational objectives: The classification of educational goals, by a committee of college and university examiners. Handbook I: Cognitive domain. New York: David McKay Co, 1956; Gagné, The conditions of learning. New York: Holt, Rinehart, & Winston, 1965) are revisited, asking why the design community at large treats them as “received wisdom,” while at the same time their authors and colleagues treat(ed) them as unfinished business and continued to modify them. The question is raised as to the possibility of finding a resolution of their differences. The thesis is advanced that both consist of lower-level performances subordinate to and leading to skilled performance, which may supply a unifying principle. The proposition is advanced that we should look for ways of reconciling and integrating their differences. Using skilled performance as the superclass of both is suggested as a means of achieving this.
Presented at the AECT Summer Research Symposium 2018 July 16–17 Bloomington, Indiana. The author appreciates feedback from Brad Hokanson and the participants in the symposium review process on earlier drafts of this paper. Thanks for some wonderfully enlightening conversations, I have made changes. The errors that remain are mine.
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Notes
- 1.
It is important to note that although Bloom used the term “taxonomy” in the title of his work, Gagné distanced himself from the term. Despite that, it has stuck anyway: “No particular reason exists to think of these five different learning outcomes as constituting a taxonomy or as having been derived for that reason” (Gagné, 1984, p. 384). Gagné preferred the phrase “useful categories of human performance” instead. This gives evidence to my thesis.
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Gibbons, A.S. (2020). Unfinished Business: The Missing Skills. In: Hokanson, B., Clinton, G., Tawfik, A.A., Grincewicz, A., Schmidt, M. (eds) Educational Technology Beyond Content. Educational Communications and Technology: Issues and Innovations. Springer, Cham. https://doi.org/10.1007/978-3-030-37254-5_1
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