Taxonomy of Educational Objectives: Relational Domain¶

Theory · All theories
Evidence · no claims cited

Description¶

The article proposes a taxonomy conceptualizing interpersonal skills as observable behaviors amenable to measurement, supplementing Bloom's cognitive and affective taxonomies. It comprises six capability categories — conceptualization (cognitive), evaluation (cognitive-affective), and leadership, followership, role-exchange yielding, and role-exchange asserting (cognitive-affective-behavioral). Each category is broken down by three bases of order in a task-oriented group: "control of sanctions, control through persuasion, and control through the exercise of expert knowledge." The full taxonomy is appended, defining each category and subcategory.

Design Implications¶

Context¶

Requirements¶

• Intended as a supplement to existing cognitive and affective taxonomies for social education centered on social relations rather than content mastery

Constraints¶

• The author cautions readers against assuming the appended listing represents the taxonomy in its final order

Target Learners¶

• social studies students

Target Learning Objectives¶

• interpersonal leadership and followership skills
• role exchange in task-oriented groups
• conceptualization and evaluation of leader-follower relationships

Claims¶

Related Theories¶

• Bloom's Taxonomy
• Vector hypothesis: each higher taxonomy level integrates only a subset of the elements of lower-level behaviors
• BRT clue variable paradigm shift: clues become the learning field itself
• Four-category taxonomy of adaptive and maladaptive congruence/incongruence

Examples¶

• Use direct-experience formats — simulation games, extracurricular activities, action learning, peer teaching — to pursue relational-domain objectives

Key Sources¶

• Brandhorst, Allan R. (1976). Toward a Taxonomy of Educational Objectives in the Relational Domain. https://eric.ed.gov/?id=ED134505