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Taxonomy of Educational Objectives Handbook II: Affective Domain

Taxonomy of Educational Objectives Handbook II: Affective Domain Studies in Philosophy and Education ucationa] problems. It was my aim, in the just-mentioned chapter and ~elsewhere, to make explicit certain aspects of Bode's phi- losophy as the standpoint from which he discussed educational problems*. 'In the sense that I made explicit something which was implicit in most of Bode's educational writings, therefore, I have done something that Bode did not do. Although Bode was gifted in his ability to put his notions in "common-sense terms," the fact remains that he was not writing for the common man in his philosophical essays. Surely, in part at least, it is the work of a philosopher, as philosopher, to try to gain insights into ideas that may give direction to the life men share in common. In doing so, a technical language is developed, an "uncommon" language. And, like other philoso- phers, Bode sometimes wrote in uncommon terms. RICHARD W. MO RS H EAD The University of Michigan, on TAXONOMY OF EDUCATIONAL OBJECTIVES HANDBOOK II: AFFECTIVE DOMAIN by DAVID R. K RATHWO H L, BENJAMIN S. BLOOM, and BERTRAM B. MASIA David McKay Company, New York, With the publication of Handbook II: Affective Domain, the Taxonomy of Educational Objectives nears completion. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Studies in Philosophy and Education Springer Journals

Taxonomy of Educational Objectives Handbook II: Affective Domain

Morshead, Richard W.
Studies in Philosophy and Education , Volume 4 (1): 7 – Mar 1, 1965
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Publisher
Springer Journals
Copyright
1965 Studies in Philosophy and Education, Incorporated
ISSN
0039-3746
eISSN
1573-191X
DOI
10.1007/BF00373956
Publisher site
See Article on Publisher Site

Abstract

Studies in Philosophy and Education ucationa] problems. It was my aim, in the just-mentioned chapter and ~elsewhere, to make explicit certain aspects of Bode's phi- losophy as the standpoint from which he discussed educational problems*. 'In the sense that I made explicit something which was implicit in most of Bode's educational writings, therefore, I have done something that Bode did not do. Although Bode was gifted in his ability to put his notions in "common-sense terms," the fact remains that he was not writing for the common man in his philosophical essays. Surely, in part at least, it is the work of a philosopher, as philosopher, to try to gain insights into ideas that may give direction to the life men share in common. In doing so, a technical language is developed, an "uncommon" language. And, like other philoso- phers, Bode sometimes wrote in uncommon terms. RICHARD W. MO RS H EAD The University of Michigan, on TAXONOMY OF EDUCATIONAL OBJECTIVES HANDBOOK II: AFFECTIVE DOMAIN by DAVID R. K RATHWO H L, BENJAMIN S. BLOOM, and BERTRAM B. MASIA David McKay Company, New York, With the publication of Handbook II: Affective Domain, the Taxonomy of Educational Objectives nears completion.

Journal

Studies in Philosophy and Education – Springer Journals

Published: Mar 1, 1965

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