Education:Taxonomies

• Jean Piaget:
  • Beforehand, children were thought of as smaller adults.
  • Key concepts are that Knowledge is not a Passive copy of Reality, but creating Knowlege is an Active process (Creation with/from versus Consumption).
  • “Schemas describe the mental models and physical actions involved in underdstanding categories of knowledge”
  • * Assimilation(although will be Prejudiced), Accomodation of models, Equilibrium of modems.
  • Was criticised

    • for weak research methods (own kids) and life is not always that predictable.
    • does not account for ability becoming available at an earlier age (4-5 year olds have a rather sophisticated mental process. Can understand – even at 3 – that perspectives of others can differ.)
    • Stages:
    • Sensorimotor Stage (0-2):
      • Knows the world through movement and sensors. Learns via sucking, grasping, looking, listening.
      • Learns about object permanence (continue to exist) even if not seen
      • Learn they are separate from people and objects around them.
      • Learn their actions cause things to happen to things in the world around them.
    • PreOperational State (2-7):
      • Begin to think Symbolically, Learn to recognize and use words, Pictures.
      • Egocentric, struggle to see the world from the perspective of others.
      • Tend to think of things in very concrete terms.
      • Learn logic through pretend play. Struggle with concept of constancy (flat/ball of clay example).
    • Concrete Operational Stage (7-11):
      • Think logically about concrete events
      • Understand Constancy
      • Logic and organized, but still very concrete
      • Begin using Inductive logic (specific information to get a general principle)
    • Formal Operational Stage (12+):
      • Thinks abstractly, reason hypothetical problesm
      • Abstract though emerges
      • Teens think more about moral, ethical, philosophica, social, political issieus that require abstract and theoretical reasoning.
      • Begin deductive logic, or reasoning from General Principle to Specific information
      • Begin to see multiple potential solutions to problems and think more scientificially about the world around them.
• Maslow's Hierarchy of Needs (1943):
  • Critised as unscientific, but widely recognised as valuable.
  • Levels:
    • Transcendence:
      • Giving oneself to service,

        • Behavior as ends, rather than as means
        • Self-fulfillment Needs:
        • Self-Actualization (achieving one's full potential, including creative activities: mate acquisition, parenting, using abilities, utilizing talents, pursuing goals)
        • Psychological Needs:
        • Esteem (attention, prestige, feeling of accomplishments, independence, freedom)
        • Love/Belonging (friends, relationships, intimacy)
        • Basic Needs:
        • Safety (security, safety, economic, health, well-being)
        • Physiological (food, water, warmth, rest,shelter, sex)
• Blooms Taxonomy:
  • “Bloom's taxonomy serves as the backbone of many teaching philosophies, in particular, those that lean more towards skills rather than content.[8][9] These educators view content as a vessel for teaching skills. The emphasis on higher-order thinking inherent in such philosophies is based on the top levels of the taxonomy including analysis, evaluation, synthesis and creation. Bloom's taxonomy can be used as a teaching tool to help balance assessment and evaluative questions in class, assignments and texts to ensure all orders of thinking are exercised in students' learning, including aspects of information searching.[20] ”
  • Coginitive Domain (IQ?):
    • Original: 0. Knowledge: select, list, identify, label, define, describe, memorise, recite 0. Comprehension: match, restate, rephrase, express, illustrate, explain, defend, interpret, extend 0. Application: organise, generalize, dramatize [extend?], prepare, apply, solve 0. Analysis: compare, classify, categorize, differentiate, subdivide, infer, prioritize, select 0. Synthesis: compose, originate, hypothesis, develop, combine, produce, plan, invent, organise [classify/categorize?] 0. Evaluation: judge, weigh, compare, consider, critique,consider, appraise, summarize [Comprehension?]
    • Revised:
  • Revised Taxonomy:
    • Remembering (recognize, label)
    • Understanding (logical, differentiate, describe)
    • Applying (administer, use, employ, dramatize)
    • Analysing (take apart)
    • Evaluating (categorize, compare, defend)
    • Creating (recombine)
  • Affective Domain (EQ?):
    • Receiving
    • Responding
    • Valuing
    • Organizing
    • Characterizing

* https://www.verywellmind.com/piagets-stages-of-cognitive-development-2795457 * https://en.wikipedia.org/wiki/Maslow'shierarchyofneeds * https://en.wikipedia.org/wiki/Bloom'staxonomy * https://elearning.adobe.com/2018/04/understanding-basics-revised-blooms-taxonomy-application-elearning/ * http://www.northeastern.edu/nuolirc/wp-content/uploads/2018/01/Blooms-Taxonomy-Handout.pdf