Without question the Taxonomy of Educational Objectives, by Benjamin Bloom and associates, is currently the most influential work in the theory of curriculum. Here I summarize Bloom’s taxonomies, survey a variety of criticisms raised by others, and conclude that there are serious philosophical problems remainmg to be addressed concerning both the structure and scope of the taxonomies.

Without question the Taxonomy of Educational Objectives, by Benjamin Bloom and associates, is currently the most influential work in the theory of curriculum. Here I summarize Bloom’s taxonomies, survey a variety of criticisms raised by others, and conclude that there are serious philosophical problems remainmg to be addressed concerning both the structure and scope of the taxonomies.

Benjamin S. Bloom and a large committee of educators did extensive research to develop a taxonomy of global educational goals and of ways to measure their achievement in the classroom. The result was a taxonomy of three domains: Cognitive, Affective, and Motor Skills. This paper examines the cognitive and affective domains and applies them to teaching business ethics. Each of the six levels of the cognitive domain is explained. A six-step case method model is used to illustrate how (...) the six cognitive levels might be used and tested in the classroom. The five levels of the affective domain are also described. They are illustrated behaviorally in terms of a student's increasing interest, motivation and commitment to business ethics. (shrink)

Overcoming our disciplinary aversion to assessment mechanisms allows more possibilities for students to achieve fundamental philosophical skills. My essay discusses the use of Bloom’s taxonomy in a Feminist Philosophy course with detailed examples that demonstrate its efficacy as a learning and assessment tool that is particularly suited to philosophy, as well as how critical philosophy in general, and feminist philosophy in particular, is an ideal subject to help students gain critical thinking skills.

This essay seeks to contribute to the critical reception of Bloom’s Taxonomy of Educational Objectives by tracing the Taxonomy’s underlying philosophical assumptions. Identifying Bloom’s work as consistent with the legacy of Cartesian thought, I argue that its hierarchy of behavioral objectives provides a framework for certainty and communicability in ascertaining student learning. However, its implicit rejection of intuitive knowledge as well as its antagonism between the human subject and the known object promote the Enlightenment ideal of education as (...) “intellectual work.” When embodied in the Taxonomy, Cartesian assumptions foster a fundamental disposition in front of reality that is ultimately alienating. The paper begins with an explication of the Taxonomy’s affordances and philosophical assumptions. I then identify the Cartesian elements of these assumptions, particularly the Taxonomy’s inherent mind–body dualism and primacy of method. Finally, the paper employs these elements as an explanatory factor for the predominant critiques of the Taxonomy in educational theory literature. An addendum questions the possibility or plausibility of distance from objectives frameworks in the contemporary classroom. (shrink)

Since philosophy is a notoriously difficult subject, one may think that the concept of adding rigor to a philosophy course is misguided. Isn’t reading difficult texts by Immanuel Kant or Friedrich Nietzsche enough to categorize a class as academically rigorous? This question is based on the misguided assumption that academic rigor has only to do with course content. While course content is a component of academic rigor, other aspects such as higher-order thinking, as well as how an instructor designs and (...) grades assignments, contribute to the level of academic rigor in a course. The author provides several ways to increase the level of academic rigor in a philosophy course based upon Bloom’s Taxonomy using examples from an introductory ethics course and then provides recommendations as to how to grade to promote academic rigor. (shrink)

Gamma-ray bursts are the brightest--and, until recently, among the least understood--cosmic events in the universe. Discovered by chance during the cold war, these evanescent high-energy explosions confounded astronomers for decades. But a rapid series of startling breakthroughs beginning in 1997 revealed that the majority of gamma-ray bursts are caused by the explosions of young and massive stars in the vast star-forming cauldrons of distant galaxies. New findings also point to very different origins for some events, serving to complicate but enrich (...) our understanding of the exotic and violent universe. What Are Gamma-Ray Bursts? is a succinct introduction to this fast-growing subject, written by an astrophysicist who is at the forefront of today's research into these incredible cosmic phenomena. Joshua Bloom gives readers a concise and accessible overview of gamma-ray bursts and the theoretical framework that physicists have developed to make sense of complex observations across the electromagnetic spectrum. He traces the history of remarkable discoveries that led to our current understanding of gamma-ray bursts, and reveals the decisive role these phenomena could play in the grand pursuits of twenty-first century astrophysics, from studying gravity waves and unveiling the growth of stars and galaxies after the big bang to surmising the ultimate fate of the universe itself. What Are Gamma-Ray Bursts? is an essential primer to this exciting frontier of scientific inquiry, and a must-read for anyone seeking to keep pace with cutting-edge developments in physics today. (shrink)

Giordano Bruno (1548-1600) was a philosopher in his own right. However, he was famous through the centuries due to his execution as a heretic. His pronouncements against teachings of the Catholic Church, his defence of the cosmology of Nicholas Copernicus, and his provocative personality, all this made him a paradigmatic figure of modernity. Bruno’s way of philosophizing is not looking for outright solutions but rather for the depth of the problems; he knows his predecessors and their strategies as well as (...) their weaknesses, which he exposes satirically. This introduction helps to identify the original thought of Bruno who proudly said about himself: “Philosophy is my profession!” His major achievements concern the creativity of the human mind studied through the theory of memory, the infinity of the world, and the discovery of atomism for modernity. He never held a permanent office within or without the academic world. Therefore, the way of thinking of this “Knight Errant of Philosophy” will be presented along the stations of his journey through Western Europe. (shrink)

The aim of this article is to introduce the concept of dissensus as an important perspective for making current organizational discourses of environmental sustainability more radically democratic. It presents the Anthropocene as a force for social naturalization—one that paradoxically acknowledges humanity’s role in negatively impacting the environment while restricting their agency to address this problem to those compatible with a market ideology. Radical democratic theories of agonism help to denaturalize the relation of organizations to the environment yet risk reproducing values (...) of anthropocentrism and patriarchy in doing so. Dissensus, by contrast, emphasizes the need to ‘redistribute the sensible’, treating organizations as a space for continually denaturalizing and renaturalizing our socio-material relation with the world. Yet it also puts forward a radically democratic political ethics demanding that firms ecologically preserve the environment to allow for positive dissensus while internally resisting institutional power structures that naturalize these organizational environments. This paper, thus, seeks to show the significance of dissensus for enhancing radical democracy both in regards to discourses of environmental sustainability specifically and more generally within organizations. (shrink)

Ronna Burger offers a reading of the Ethics that views the text as a dialogue with, and very much in the spirit of, the Platonic Socrates. In reading the text as a dialogue, Burger is not making a claim about Aristotle’s intentions. She is proposing “a tool of interpretation, to be judged by the philosophical result it yields, in particular, the underlying argument it discloses whose movement makes the work a whole”. Treating the text this way entails focusing as much (...) on the action, or, as she refers to it, the deed of the text, as on any alleged conclusions or doctrines. This deed turns out to be the very energeia of theoria concerning the best life for a human being that Aristotle, like Socrates, takes to be the activity conducive to living the happiest human life. Consequently, Burger is far more inclined to open issues up than she is to close them off.The dialogue with Socrates, Burger argues, has two distinct but related phases. Each phase begins by putting forward a view that differs from the Socratic view but which, upon examination, ends up motivating a position much like that of Socrates. The first phase begins with an understanding of ethics that separates the. (shrink)

Despite its considerable intellectual interest and great social relevance, religion has been neglected by contemporary develop- mental psychologists. But in the last few years, there has been an emerging body of research exploring children’s grasp of certain universal religious ideas. Some recent findings suggest that two foundational aspects of religious belief – belief in divine agents, and belief in mind–body dualism – come naturally to young children. This research is briefly reviewed, and some future directions..

Normal children learn tens of thousands of words, and do so quickly and efficiently, often in highly impoverished environments. In How Children Learn the Meanings of Words, I argue that word learning is the product of certain cognitive and linguistic abilities that include the ability to acquire concepts, an appreciation of syntactic cues to meaning, and a rich understanding of the mental states of other people. These capacities are powerful, early emerging, and to some extent uniquely human, but they are (...) not special to word learning. This proposal is an alternative to the view that word learning is the result of simple associative learning mechanisms, and it rejects as well the notion that children possess constraints, either innate or learned, that are specifically earmarked for word learning. This theory is extended to account for how children learn names for objects, substances, and abstract entities, pronouns and proper names, verbs, determiners, prepositions, and number words. Several related topics are also discussed, including naïve essentialism, children's understanding of representational art, the nature of numerical and spatial reasoning, and the role of words in the shaping of mental life. Key Words: cognitive development; concepts; meaning; semantics; social cognition; syntax; theory of mind; word learning. (shrink)

For the last thirty years, the nation's mental health and social service systems have been under relentless assault, with dramatically rising costs and the fragmentation of service delivery rendering them incapable of ensuring the safety, security, and recovery of their clients. The resulting organizational trauma both mirrors and magnifies the trauma-related problems their clients seek relief from. Just as the lives of people exposed to chronic trauma and abuse become organized around the traumatic experience, so too have our social service (...) systems become organized around the recurrent stress of trying to do more under greater pressure: they become crisis-oriented, authoritarian, disempowered, and demoralized, often living in the present moment, haunted by the past, and unable to plan for the future.Complex interactions among traumatized clients, stressed staff, pressured organizations, and a social and economic climate that is often hostile to recovery efforts recreate the very experiences that have proven so toxic to clients in the first place. Healing is possible for these clients if they enter helping, protective environments, yet toxic stress has destroyed the sanctuary that our systems are designed to provide.This thoughtful, impassioned critique of business as usual begins to outline a vision for transforming our mental health and social service systems. Linking trauma theory to organizational function, Destroying Sanctuary provides a framework for creating truly trauma-informed services. The organizational change method that has become known as the Sanctuary Model lays the groundwork for establishing safe havens for individual and organizational recovery. The goals are practical: improve clinical outcomes, increase staff satisfaction and health, increase leadership competence, and develop a technology for creating and sustaining healthier systems. Only in this way can our mental health and social service systems become empowered to make a more effective contribution to the overall health of the nation.Destroying Sanctuary is a stirring call for reform and recovery, required reading for anyone concerned with removing the formidable barriers to mental health and social services, from clinicians and administrators to consumer advocates. (shrink)

Known throughout East Asia as Mengzi, or "Master Meng," Mencius was a Chinese philosopher of the late Zhou dynasty, an instrumental figure in the spread of the Confucian tradition, and a brilliant illuminator of its ideas. Mencius was active during the Warring States Period, in which competing powers sought to control the declining Zhou empire. Like Confucius, Mencius journeyed to one feudal court after another, searching for a proper lord who could put his teachings into practice. Only a leader who (...) possessed the moral qualities of a true king could unify China, Mencius believed, and in his defense of Zhou rule and Confucian philosophy, he developed an innovative and highly nuanced approach to understanding politics, self-cultivation, and human nature, profoundly influencing the course of Confucian thought and East Asian culture. _Mencius_ is a record of the philosopher's conversations with warring lords, disciples, and adversaries of the Way, as well as a collection of pronouncements on government, human nature, and a variety of other philosophical and political subjects. Mencius is largely concerned with the motivations of human actors and their capacity for mutual respect. He builds on the Confucian idea of _ren_, or humaneness, and places it alongside the complementary principle of _yi_, or rightness, advancing a complex notion of what is right for certain individuals as they perform distinct roles in specific situations. Consequently, Mencius's impact was felt not only in the thought of the intellectual and social elite but also in the value and belief systems of all Chinese people. (shrink)

Known throughout East Asia as Mengzi, or "Master Meng," Mencius was a Chinese philosopher of the late Zhou dynasty, an instrumental figure in the spread of the Confucian tradition, and a brilliant illuminator of its ideas. Mencius was active during the Warring States Period, in which competing powers sought to control the declining Zhou empire. Like Confucius, Mencius journeyed to one feudal court after another, searching for a proper lord who could put his teachings into practice. Only a leader who (...) possessed the moral qualities of a true king could unify China, Mencius believed, and in his defense of Zhou rule and Confucian philosophy, he developed an innovative and highly nuanced approach to understanding politics, self-cultivation, and human nature, profoundly influencing the course of Confucian thought and East Asian culture. _Mencius_ is a record of the philosopher's conversations with warring lords, disciples, and adversaries of the Way, as well as a collection of pronouncements on government, human nature, and a variety of other philosophical and political subjects. Mencius is largely concerned with the motivations of human actors and their capacity for mutual respect. He builds on the Confucian idea of _ren_, or humaneness, and places it alongside the complementary principle of _yi_, or rightness, advancing a complex notion of what is right for certain individuals as they perform distinct roles in specific situations. Consequently, Mencius's impact was felt not only in the thought of the intellectual and social elite but also in the value and belief systems of all Chinese people. (shrink)

Shaun Nichols (this issue) correctly points out that current theories of the development of mindreading say nothing about children's intuitions concerning indeterminist choice. That is, there are numerous theories of how children make sense of belief, desire, and action, but none that appeal to any notion of free will. Nichols suggests two alternatives for why this is the case. It could either be (a) an --outrageous oversight-- on the part of developmental psychologists or (b) a principled omission, reflecting a consensus (...) that the notion of indeterminist choice is absent from children's mindreading processes. Nichols charitably favors the sec- ond alternative. (shrink)

In this paper Bloom analyzes the popular magazine, Men's Health, from a feminist perspective, locating ways that the magazine participates in an insidious form of anti-feminist backlash. She specifically analyzes the magazine to make sense of how its writers discursively position women in their relationships to heterosexual men and how they use the voices of women who call themselves feminists to promote an anti-feminist, pro-patriarchy agenda. She demonstrates that the “health” of men being promoted in this magazine is a mental (...) health grounded in the maintenance of male privilege and power. (shrink)

If syllables are the link between nonhuman calls and human speech, as MacNeilage suggests, then that link is actually revealed in the sounds of the 3-month-old infant, well before the reduplicative babbling of the 8-month-old. Anatomical, acoustic, cognitive, and social perceptual evidence supports this earlier landmark.

Unobservable properties that are specific to individuals, such as their proper names, can only be known by people who are familiar with those individuals. Do young children utilize this “familiarity principle” when learning language? Experiment 1 tested whether forty-eight 2- to 4-year-old children were able to determine the referent of a proper name such as “Jessie” based on the knowledge that the speaker was familiar with one individual but unfamiliar with the other. Even 2-year-olds successfully identified Jessie as the individual (...) with whom the speaker was familiar. Experiment 2 examined whether children appreciate this principle at a general level, as do adults, or whether this knowledge may be specific to certain word-learning situations. To test this, forty-eight 3- to 5-year-old children were given the converse of the task in Experiment 1—they were asked to determine the individual with whom the speaker was familiar based on the speaker’s knowledge of an individual’s proper name. Only 5-year-olds reliably succeeded at this task, suggesting that a general understanding of the familiarity principle is a relatively late developmental accomplishment. (shrink)

Children tend to extend object names on the basis of sameness of shape, rather than size, color, or materialFa tendency that has been dubbed the ‘‘shape bias.’’ Is the shape bias the result of well-learned associations between words and objects? Or does it exist because of a general belief that shape is a good indicator of object category membership? The present three studies addressed this debate by exploring whether the shape bias is specific to naming. In Study 1, 3-year-olds showed (...) the shape bias both when asked to extend a novel name and when asked to select an object of the same kind as a target object. Study 2 found the same shape bias when children were asked to generalize properties relevant to category membership. Study 3 replicated the findings from Study 1 with 2-year-olds. These findings suggest that the shape bias derives from children’s beliefs about object kinds and is not the product of associative learning. (shrink)

: Certain themes of L.A. Paul’s Transformative Experience are explored in the context of an argument with a vampire. The major disagreement is about the extent to which third-party data should inform our decisions as to whether to embark on a transformative experience. Three case-studies are explored: becoming a vampire, having a child, and eating durian. Keywords: Transformative Experience; Decision; Epistemologically Transformative Experience; Personally Transformative Experience Discutendo con il vampiro Riassunto: Affronterò alcuni aspetti del libro di L.A. Paul Transformative Experience (...) nell’ambito di una discussione con un vampiro. Il punto di maggiore disaccordo verte sulla misura in cui fattori terzi dovrebbero informare le nostre decisioni in merito a un’esperienza trasformativa. Prenderò in considerazione tre casi: diventare vampiro, avere un figlio, mangiare il durian. Parole chiave: Esperienza trasformativa; Decisione; Esperienza epistemologicamente trasformativa; Esperienza personalmente trasformativa. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Buddhist-Christian Studies 20 (2000) 95-113 [Access article in PDF] Further Buddhist Christian Dialogue: A Review Article of Hee Sung Keel's Understanding Shinran: A Dialogical Approach Alfred BloomUniversity of Hawai'iIt was my original intention to write a review of Professor Keel's book. The exceptional quality of the book itself, however, and the issues it raises concerning Shin Buddhism call for a more detailed exploration and discussion. Therefore, this essay is (...) a review article offered in the interests of promoting the dialogue which Professor Keel has so eloquently and capably initiated.With the appearance of Professor Keel's book the development of Shin studies has reached a major milestone. Aspects of Shinran's (1173-1262) life and thought have occasionally been discussed by scholars in the West and by participants in Buddhist-Christian dialogue conferences. In this work we have a detailed analysis of Shinran's thought and the problems and questions that emerge from his interpretation of Mahayana Buddhism and Pure Land teaching. The breadth of Professor Keel's knowledge of Shinran and the depth of his insight into the teaching will carry Buddhist-Christian dialogue into the relatively unexplored area of Shin Buddhist-Christian dialogue.Professor Keel underscores the fact that the translation of Shinran's writings into English has significantly advanced Shin studies by making the teachings available to a wider range of inquirers. It also demonstrates the great responsibility shouldered by Shin scholars who have produced these texts. They must respond substantively and positively to the issues raised by Professor Keel.Though he is clearly Christian, he offers a lucid, sensitive, and fair summation of Shinran's religious experience and thought. He has opened the door of dialogue by presenting an interpretation of Shinran which requires a response. He does not take the position that he possesses the truth, nor does he attempt to refute Shinran in favor of Christianity. He does not judge Shinran to be in error, so much as to point to the paradoxes and dilemmas that are implied in his thought. We shall focus on these later.His volume addresses features of the study of Shinran. Chapter One, entitled The Easy Path, takes up the social and religious background and context of Pure Land [End Page 95] teaching out of which Shinran emerged. Particularly important is the teaching of Honen (1133-1212) whose interpretation of the sole practice of nembutsu (recitation of Amida Buddha's name) threatened the traditional Buddhist establishment. Honen taught that the nembutsu recitation was fully sufficient to realize birth in the Pure Land and ultimate enlightenment without depending on the elaborate, complex Buddhist institutions which offered arduous, rigorous methods for attaining liberation from the bondage of finitude. The elevation of a single practice as the way to enlightenment characterizes the new forms of Buddhism in the Kamakura period (1185-1332).The emphasis on the sole practice of nembutsu devotion marking Honen's Pure Land teaching, Dogen's dedication to zazen meditation alone, and Nichiren's insistence on the recitation of the title of the Lotus Sutra [Saddharma-pundarika-sutra] all countered the worldliness and decline of the contemporary Buddhist order of the period, as well as responded to the social turbulence and disorder arising from social change and shifts of power in Japan at that time. These developments also provided the background of Shinran's religious search and inspired his interpretation of Pure Land teaching which, while trying to clarify Honen against his critics, went beyond the master in significant areas.In Chapter Two, Shinran the Bonpu, Keel takes up Shinran's religious development and life. Bonpu means a foolish, common mortal, an ordinary person. As Keel points out, religion begins with problems intrinsic to human life. In the case of Shinran, he became deeply aware of the great evils of ignorance, greed, and anger within himself and in his world. Shinran's existential seriousness and honesty led him to draw "the ultimate conclusion from the message of his master [Honen] and [push] it to the extremity of paradoxicality, giving... (shrink)

Unique in all of literature, the Confessions combines frank and profound psychological insight into Augustine's formative years along with sophisticated and beguiling reflections on some of the most important issues in philosophy and theology. The essays contained in this volume, by some of the most distinguished recent and contemporary thinkers in the field, insightfully explore Augustinian themes not only with an eye to historical accuracy but also to gauge the philosophical acumen of Augustine's reflections.

What does The Simpsons have to say about this issue? Most likely, absolutely nothing. The Simpsons is a fine television show, but it’s not where to look for innovative ideas in cognitive neuroscience or the philosophy of mind. We think, however, that it can help give us insight into a related, and extremely important, issue. We might learn through this show something about common-sense metaphysics, about how people naturally think about consciousness, the brain and the soul.