Taxonomy in the

Affective Domain
Subtitle
Introduction

▪ Taxonomy in the affective domain contains a

number of objectives in the literature
expressed as interests, attitudes,
appreciations, values, and emotional sets or
biases.
Krathwohl’s Taxonomy of Affective
Domain (1964)

▪ Receiving is being aware of or sensitive to the

existence of certain ideas, material, or
phenomena and being willing to tolerate
them.
– Ex: to differentiate, to accept, to listen (for), to
respond to.
Krathwohl’s Taxonomy of Affective
Domain (1964)

▪ Responding is committed in some small

measure to the ideas, materials, or
phenomena involved by actively responding
to them.
– Ex: To comply with, to follow, to commend, to volunteer,
to spend leisure time in, to acclaim.
Krathwohl’s Taxonomy of Affective
Domain (1964)

▪ Valuing is willing to be perceived by others as

attaching importance to certain ideas,
materials, or phenomena.
– Ex: to increase measured proficiency in, to
relinquish, to subsidize, to support, to debate.
Krathwohl’s Taxonomy of Affective
Domain (1964)

▪ Organization is relating the value to those

already held and bring it into a harmonious
and internally consistent philosophy.
– Ex: To discuss, to theorize, to formulate, to balance, to
examine.
Krathwohl’s Taxonomy of Affective
Domain (1964)

▪ Characterization by value or value set is to

act consistently in accordance with the values
he or she has internalized.
– Ex: To revise, to require, to be rated high in the
value, to avoid, to resist, to manage, to resolve.
Taxonomy in the Affective Domain

▪ We want to find teaching methods that encourage

students and raw them in.
▪ Affective topics in educational literature include
attitudes, motivation, communication styles,
classroom management styles, learning styles, use
of technology in the classroom and nonverbal
communication, interests, predisposition, and self-
efficacy.
Taxonomy in the Affective Domain

▪ As teachers, we need to be careful about our own

actions that may negatively impact on students’
attitudes which go straight into the affective
domain.
▪ For instance, facial expressions that reveal sarcasm,
body movements that betray distrust and dislike,
should all be avoided.
Taxonomy in the Affective Domain

▪ It is important to realize that by tapping the

potentials of the affective domain in enhancing
learning, we increase the likelihood of real and
authentic learning among our students.
▪ Students may experience affective roadblocks to
learning that can neither be recognized nor solved
when using a purely cognitive approach.