The use of cognitive and affective taxonomies in curricular design
Silvia Fioretti
The paper intends to critically investigate the contributions of the taxonomic approach to educational theory and practice in order to contribute to the definition of an ethical, emotional and social education curriculum. The analysis is conducted on the taxonomic proposal of the cognitive and affective domain of Benjamin Bloom and his collaborators. These taxonomies, in particular the cognitive one, have had, since their theorization in the 1960s, widespread internationally. Over the years there have been revisions and adjustments, but this critical debate seems absent in the Italian panorama. The paper explores this analysis in detail to identify the elements of validity and criticalities of taxonomies given their possible use in current curricular planning contexts, both cognitive and socio-affective.
Keywords
Cognitive Taxonomy, Affective Taxonomy, Ethical Education, Affective Education, Curricular design.
