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Krathwohl's Taxonomy of Affective Domain: Receiving

Krathwohl's taxonomy of the affective domain describes 5 levels of how learners internalize values. The levels are: 1) receiving, where learners become aware of ideas or phenomena, 2) responding, where learners actively respond to ideas, 3) valuing, where learners are willing to be perceived as valuing certain ideas, 4) organization, where learners relate new values to existing ones, and 5) characterization, where learners act consistently according to their internalized values. The taxonomy proposes that internalization occurs as learners progress through these levels from awareness to consistent behavior guided by their values.

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1K views1 page

Krathwohl's Taxonomy of Affective Domain: Receiving

Krathwohl's taxonomy of the affective domain describes 5 levels of how learners internalize values. The levels are: 1) receiving, where learners become aware of ideas or phenomena, 2) responding, where learners actively respond to ideas, 3) valuing, where learners are willing to be perceived as valuing certain ideas, 4) organization, where learners relate new values to existing ones, and 5) characterization, where learners act consistently according to their internalized values. The taxonomy proposes that internalization occurs as learners progress through these levels from awareness to consistent behavior guided by their values.

Uploaded by

nuargali
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
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Krathwohl's Taxonomy of Affective Domain

Krathwohl's affective domain taxonomy is perhaps the best known of any of the affective taxonomies. "The taxonomy is ordered according to the principle of internalization. Internalization refers to the process whereby a person's affect toward an object passes from a general awareness level to a point where the affect is 'internalized' and consistently guides or controls the person's behavior (Seels & Glasgow, 1990, p. 28)."

Receiving is being aware of or sensitive


to the existence of certain ideas, material, or phenomena and being willing to tolerate them. Examples include: to differentiate, to accept, to listen (for), to respond to.

Responding is committed in some small


measure to the ideas, materials, or phenomena involved by actively responding to them. Examples are: to comply with, to follow, to commend, to volunteer, to spend leisure time in, to acclaim.

Valuing is willing to be perceived by others as valuing certain ideas, materials, or


phenomena. Examples include: to increase measured proficiency in, to relinquish, to subsidize, to support, to debate.

Organization is to relate the value to those already held and bring it into a harmonious
and internally consistent philosophy. Examples are: to discuss, to theorize, to formulate, to balance, to examine.

Characterization by value or value set is to act consistently in accordance


with the values he or she has internalized. Examples include: to revise, to require, to be rated high in the value, to avoid, to resist, to manage, to resolve.

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