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Taxonomy of educational objectives
Most readers will have heard of the biological taxono¬mies which permit classification into such categories as phyllum, class, order, family, genus, species, variety. Biologists have found their taxonomy markedly helpful ss a means of insuring accuracy of communication about their science and as a means of understanding the organization and interrelation of the various parts of the animal and plant world. You are reading about an attempt to build a tax¬onomy of educational objectives. It is intended to provide for classification of the-poala of our educational system. It is expected to be of general help to all teachers, admini¬strators, professional specialists, and research workers who deal with curricular and evaluation problems. It is especially intended to help them discus3 these problems with greater precision. For example, some teachers be-lieve their students should "really understand," others de-.sire their students to "internalize knowledge," still others want their students to "grasp the core or essence" or''com¬prehend." Dc they all meaniKe "sameThingT Specifically, whafdees a student do who "really understands" which he does not do when he does not understand? Through refer¬ence to the taxonomy as a set of standard classifications, teachers should be able to define such nebulous terms as those given above. This should facilitate the exchange of information about their curricular developments and evalu¬ation devices. Such interchanges are frequently disappoint¬ing now because all too frequently what appears to be com¬mon ground between schools disappears on closer exami¬nation of the descriptive terms being used.
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Karya Umum 
Filsafat 
Agama 
Ilmu-ilmu Sosial 
Bahasa 
Ilmu-ilmu Murni 
Ilmu-ilmu Terapan 
Kesenian, Hiburan, dan Olahraga 
Kesusastraan 
Geografi dan Sejarah