Definition of Knowledge
In the appendix to Handbook I, there is a definition of knowledge which serves as the apex for an alternative, summary classification of the educational goals. This is significant as the Taxonomy has been called upon significantly in other fields such as knowledge management, potentially out of context
| “ | Knowledge, as defined here, involves the recall of specifics and universals, the recall of methods and processes, or the recall of a pattern, structure, or setting. (Bloom et al. 1956 p 201) | ” |
The taxonomy is set out:
- 1.00 Knowledge
- 1.10 Knowledge of Specifics
- 1.11 Knowledge of Terminology
- 1.12 Knowledge of Specific Facts
- 1.20 Knowledge of Ways and Means of Dealing with Specifics
- 1.21 Knowledge of Conventions
- 1.22 Knowledge of Trends and Sequences
- 1.23 Knowledge of Classifications and Categories
- 1.24 Knowledge of Criteria
- 1.25 Knowledge of Methodology
- 1.30 Knowledge of The Universals and Abstractions in a Field
- 1.31 Knowledge of Principles and Generalizations
- 1.32 Knowledge of Theories and Structures (Bloom et al. 1956 p 201-204)
Read more about this topic: Bloom's Taxonomy
Famous quotes containing the words definition of, definition and/or knowledge:
“Although there is no universal agreement as to a definition of life, its biological manifestations are generally considered to be organization, metabolism, growth, irritability, adaptation, and reproduction.”
—The Columbia Encyclopedia, Fifth Edition, the first sentence of the article on “life” (based on wording in the First Edition, 1935)
“Mothers often are too easily intimidated by their children’s negative reactions...When the child cries or is unhappy, the mother reads this as meaning that she is a failure. This is why it is so important for a mother to know...that the process of growing up involves by definition things that her child is not going to like. Her job is not to create a bed of roses, but to help him learn how to pick his way through the thorns.”
—Elaine Heffner (20th century)
“For good teaching rests neither in accumulating a shelfful of knowledge nor in developing a repertoire of skills. In the end, good teaching lies in a willingness to attend and care for what happens in our students, ourselves, and the space between us. Good teaching is a certain kind of stance, I think. It is a stance of receptivity, of attunement, of listening.”
—Laurent A. Daloz (20th century)