200 KB0 KB200620202008Justin, Janezštevilka:1/2letnik:19str. 5-32ISSN:1581-6036COBISSID:1806167URN:URN:NBN:SI:doc-ABWAVTF4slPedagoški inštitutSlovensko društvo raziskovalcev šolskega poljaŠolsko poljebehaviorizemtaksonomijaučenjevzgoja in izobraževanjeznanje"Bloomova" taksonomija pol stoletja pozneje| zabloda, ki še traja|Those who still use 'Bloom's' taxonomy of educational goals as means of conceptualization of educational process often misrepresent it. The most common misrepresentation is the one that is bound to the idea of 'lower' and 'higher' levels of knowledge. There is no such idea in the original version ofthe taxonomy which only speaks of classes of mental behaviour that emerge early or late in the cognitive process. Some misrepresentations of 'Bloom's' taxonomy also express the idea that 'higher-level' cognitive activities (synthesis, evaluation) automatically invest the educational process with morevalue than 'lower-level' activities do. This conflicts with the fact that the original description of taxonomy warned against the tendency in students' towards making evaluative judgments too early and on too narrow knowledge base. However, the original version of taxonomy is no less problematic than its misrepresentations. It is based on criteria that had long ago been rejected by classification theories. Student is supposed to be autonomous in the psychological dimension of learning. However, his intervention in the epistemic dimension of learning has not been anticipated by the authors of thetaxonomy. The knowledge the student receives is seen as tools for his problem solving activity; however, his disagreeing with the standpoints and perspectives built into such tools has not been foreseen. It can easily be demonstrated that 'Bloom's' taxonomy is highly problematic in many other respects, tooPedagoški govor na Slovenskem pogosto potvarja 'Bloomovo' taksonomijo ciljev vzgoje in izobraževanja. Vsiljuje nam predstavo, da je taksonomija sestavljenaiz 'nižjih' in 'višjih ravni znanja', čeravno izvirnik omenja le razrede mentalnega vedenja, ki se pojavljajo v spoznavnem procesu zgodaj ali pozno. Hvali pedagoško prakso, ki domnevno poteka na 'višjih kognitivnih ravneh', čeravno Bloomova skupina svari pred tem, da bi se pri učencih prezgodaj - na preozkih spoznavnih osnovah - aktivirali 'pozni' razredi mentalnega vedenja, na primer vrednotenje. Sicer pa je taksonomija tudi v svoji izvirni obliki problematična. Nastala je na osnovi kriterijev, ki jih današnja teorija klasificiranja zavrača. Njeni avtorji se zavzemajo za avtonomijo učenca, vendar le v psihološki, ne pa tudi v epistemski razsežnostiučenja. Učenec naj bi si mentalno prilagajal znanje, vendar pri temne sme priti v nasprotje s pojmovnimi opisi realnosti, ki so jih zanj izdelali drugi. Znanje naj uporablja kot orodje za reševanje problemov, vendarni predvideno, da bi se spraševal o perspektivah in glediščih, ki so vgrajena v to orodje. Kako sporna je logika taksonomije, je mogoče pokazati na konkretnih zgledihTEXTznanstveno časopisjejournalsSlovenian National E-content AggregatorNational and University Library of SloveniaSlovensko društvo raziskovalcev šolskega polja