Citation: Huitt, W. (2001, April). Krathwol et al.'s taxonomy of the affective domain. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved [date], from http://www.edpsycinteractive.org/topics/affect/affdom.html
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The following is adapted from: Krathwohl, D., Bloom, B., & Masia, B. (1956). Taxonomy of educational objectives. Handbook II: Affective domain. New York: David McKay.
The taxonomy was developed to organize levels of commitment. As such it could just as properly be discussed as a regulatory system issue in the model being presented here.
| Affective Domain | ||
| Level | Definition | Example |
| Receiving | Being aware of or attending to something in the environment
|
Person would listen to a lecture or presentation about a structural model related to human behavior. |
| Responding | Showing some new behaviors as a result of experience |
The individual would answer questions about the model or might rewrite lecture notes the next day. |
| Valuing | Showing some definite involvement or commitment | The individual might begin to think how education may be modified to take advantage of some of the concepts presented in the model and perhaps generate a set of lessons using some of the concepts presented. |
| Organization | Integrating a new value into one's general set of values, giving it some ranking among one's general priorities | This is the level at which a person would begin to make long-range commitments to arranging his or her instruction and assessment relative to the model. |
| Characterization by Value | Acting consistently with the new value
|
At this highest level, a person would be firmly committed to utilizing the model to develop, select, or arrange instruction and would become known for that action. |
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