Beyond the Cognitive: The Affective Domain, Values, and the Achievement of the Vision
Publication: Journal of Professional Issues in Engineering Education and Practice
Volume 135, Issue 1
Abstract
ASCE has developed an aspirational vision of the profession that deals aggressively with pressing emergent issues. The vision demands development of many aspects of the profession, including both specialized knowledge and its direction into action. As a result, a vocabulary of achievement is needed that addresses both. Standard educational taxonomy distinguishes the cognitive and affective domains of human achievement. The cognitive domain is typically emphasized as it comprises “knowledge, skills and abilities” and is naturally of importance to engineering. By itself, the cognitive domain is an inadequate guide to achieving the vision. The affective domain addresses “internalization of values,” and provides an essential complement. This paper describes the affective vocabulary, why it is important, and how it relates to achieving the aspirational vision.
Get full access to this article
View all available purchase options and get full access to this article.
Acknowledgments
The writers are grateful for many helpful discussions with T. Lenox, J. O’Brien, S. Walesh, and R. Anderson.
References
Abilene Christian University (ACU). (2007). “Learning taxonomies.” ⟨http://www.acu.edu/academics/adamscenter/services/instructional/taxonomies.html#affective⟩ (June 12, 2007).
Anderson, L. W., et al. (2001a). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives, Unabridged Ed., Longman, New York.
Anderson, L. W., et al. (2001b). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives, Unabridged Ed., Longman, New York, op cit. Chap. 15–17.
Anderson, L. W., and Sosniak, L. A. (1994). Bloom’s taxonomy: A forty-year retrospective, Ninety-third yearbook of the National Society for the Study of Education (NSSE), Part II, University of Chicago Press, Chicago.
ASCE. (2004). Civil engineering body of knowledge for the 21st century: Preparing the civil engineer for the future, Body of Knowledge Committee of the Committee on Academic Prerequisites for Professional Practice, ASCE, Reston, Va.
ASCE. (2005). “Levels of achievement applicable to the body of knowledge required for entry into the practice of civil engineering at the professional level.” Rep., Levels of Achievement Subcommittee of the ASCE Committee on Academic Prerequisites for Professional Practice (CAP3), ASCE, Reston, Va.
ASCE. (2006). “The vision for civil engineering in 2025.” Rep. of the Summit on The Future of Civil Engineering, ASCE, Reston, Va.
ASCE. (2007). “Education for professional practice.” ⟨http://www.asce.org/professional/educ⟩ (June 27, 2007).
ASCE. (2008). Civil engineering body of knowledge for the 21st Century: Preparing the civil engineer for the future, 2nd Ed., Body of Knowledge Committee of the Committee on Academic Prerequisites for Professional Practice, ASCE, Reston, Va.
Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., and Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain, Longman, New York.
Brissenden, G., and Slater, T. F. (2007). “Assessment primer.” Field-tested learning assessment guide for science, math, engineering, and technology instructors (FLAG Home), ⟨http://www.flaguide.org/start/primerfull.php⟩ (June 15, 2007).
Clark, D. (2007). “Learning domains of bloom’s taxonomy.” ⟨http://www.nwlink.com/~donclark/hrd/bloom.html⟩ (June 21, 2007).
Dewey, J. (1916a). Democracy and education: An introduction to the philosophy of education, 1997 Ed., Macmillan, The Free Press, New York.
Dewey, J. (1916b). Democracy and education: An introduction to the philosophy of education, 1997 Ed., Macmillan, The Free Press, New York, op cit 346.
George Mason University (GMU). (2007). “Krathwohl’s taxonomy of affective domain.” Instructional Technology Program, Graduate School of Education, ⟨http://classweb.gmu.edu/ndabbagh/Resources/Resources2/krathstax.htm⟩ (June 2, 2007).
Grintner, L. E. (1955). “Report of the committee on evaluation of engineering education.” J. Eng. Educ., 45, 25–60.
Harris, J. G., et al. (1994). “JEE round table: Reflections on the Grintner report.” J. Eng. Educ., 83(1), 69–94.
Harrow, A. J. (1972). A taxonomy of the psychomotor domain: A guide for developing behavioral objectives, Longman, New York.
Hauenstein, A. D. (1998). A conceptual framework for educational objectives: A holistic approach to traditional taxonomies, University Press of America, New York.
Hutchins, R. M. (1936). The higher learning in America, Yale University Press, New Haven, Conn.
Intergovernmental Panel on Climate Change (IPCC). (2007). “4th Assessment report.” Cambridge University Press, Cambridge, U.K., ⟨http://www.ipcc.ch⟩ (June 21, 2007).
Kotter, J. P. (2007). “Leading change: Why transformation efforts fail.” Harvard Bus. Rev., 85(1), 96.
Krathwohl, D. R., Bloom, B. S., and Masia, B. B. (1964). Taxonomy of educational objectives: The classification of educational goals. Handbook II: Affective domain, Allyn and Bacon, Boston, Mass.
Lynch, D. R. (2004). “A human rights challenge to the engineering profession: Ethical dimensions and leadership opportunities in professional formation.” Proc., American Society of Engineering Education Annual Conf., Salt Lake City, Utah, ASEE, Reston, Va.
Lynch, D. R., and Russell, J. (2009). “Experiential learning in engineering practice.” J. Profl. Issues Eng. Educ. Pract., 135(1), 31–39.
Maritain, J. (1943). Education at the crossroads, Yale University Press, New Haven, Conn.
Marzano, R. J., and Kendall, J. S. (2007). The new taxonomy of educational objectives, Corwin Press, Thousand Oaks, Calif.
National Academy of Engineering (NAE). (2004). “The engineer of 2020.” The National Academies Press, Washington, D.C.
National Academy of Engineering (NAE). (2005). “Educating the engineer of 2020.” Rep., The National Academies Press, Washington, D.C.
National Academy of Engineering (NAE). (2007). “Rising above the gathering storm: Energizing and employing America for a brighter economic future.” Rep., National Academy of Sciences, Institute of Medicine, National Academies Press, Washington, D.C.
Panetta, L. E. (2003). “America’s living oceans. Charting a course for sea change. Recommendations for a new ocean policy.” Pew Oceans Commission, ⟨http://www.pewtrusts.org⟩ (June 2, 2007).
Simon, Y. (1962). A general theory of authority, University of Notre Dame Press, Notre Dame, Ind.
Simpson, E. J. (1972). The classification of educational objectives in the psychomotor domain, Gryphon House, Washington, D.C.
Information & Authors
Information
Published In
Journal of Professional Issues in Engineering Education and Practice
Volume 135 • Issue 1 • January 2009
Pages: 47 - 56
Copyright
© 2009 ASCE.
History
Received: Jul 17, 2007
Accepted: Nov 16, 2007
Published online: Jan 1, 2009
Published in print: Jan 2009
Authors
Metrics & Citations
Metrics
Citations
Download citation
If you have the appropriate software installed, you can download article citation data to the citation manager of your choice. Simply select your manager software from the list below and click Download.