Hi Magnus & All,
Magnus wrote:
> In short, define the intellectual level.
>
> C'mon guys'n'gals! What's holding you back? I don't
> want a bunch of fuzzy phrases from
> chapter X or a pack of slips as the definition of
> the intellectual level. I want a
> straight forward, cut to the chase and kick ass
> definition! We have barely a month to
> go. If we don't get started, we'll never get
> something out of it.
I have made one or two contributions to MF up to now,
and am starting to settle here in
this 'high country of the mind'. So I should provide
some personal info...
Originally a chef from the UK (emigrated to US in '95
with my southern belle), I now
work as a 2nd grade teacher in a public school in
rural central IL. Iím 34 years old, and
have 3 young offspring.
This monthís topic is really making my head spin: one
moment I'm off looking into
language patterns for some kind of intellectual level
'machine code' (...may have something
here though- work in progress), the next I'm reading
ZAMM and Lila Squad Archives (ěThe
Greeks, the SOM and the intellectual levelî- thanks to
Bo, Marco, Jonathan, Roger, et al)
trying to get my head around the connection of the
Sophists/Dialecticians conflict with the
Intellectual level, then it's off to Lila for
contemplation of the post World War I emerging
dominance of the intellectual level over the social
level... pheww!
During my teacher preparation in Dallas, TX, I was
introduced to the old chestnut
teacher's guide to lesson planning- Bloom's Taxonomy.
Bloom created this taxonomy for
categorizing levels of abstraction of questions that
commonly occur in the classroom. This
month's MF topic send me back to Bloom in the hope
that he might provide some kind of
framework for the Intellectual Level.
In 1956, Benjamin Bloom headed a group of educational
psychologists who developed a
classification of levels of intellectual behavior
important in learning. This became a
taxonomy including three overlapping domains; the
cognitive, affective, and psychomotor.
I was immediately struck by the similarity between
these domains and three overlapping
levels of the MoQ- Intellectual, Social, Biological.
(Itís amazing what one can see through
MoQ lenses!) The following is extracted from:
http://www.wested.org/tie/dlrn/blooms.html
<Intellectual Level?>
ěCognitive learning is demonstrated by knowledge
recall and the intellectual skills:
comprehending information, organizing ideas, analyzing
and synthesizing data, applying
knowledge, choosing among alternatives in
problem-solving, and evaluating ideas or
actions. Bloom identified six levels within the
cognitive domain, from the simple recall or
recognition of facts, as the lowest level, through
increasingly more complex and abstract
mental levels, to the highest order which is
classified as evaluation. Verb examples that
represent intellectual activity on each level are
listed here.
1. Knowledge: arrange, define, duplicate, label, list,
memorize, name, order, recognize,
relate, recall, repeat, reproduce state.
2. Comprehension: classify, describe, discuss,
explain, express, identify, indicate, locate,
recognize, report, restate, review, select, translate,
3. Application: apply, choose, demonstrate, dramatize,
employ, illustrate, interpret,
operate, practice, schedule, sketch, solve, use,
write.
4. Analysis: analyze, appraise, calculate, categorize,
compare, contrast, criticize,
differentiate, discriminate, distinguish, examine,
experiment, question, test.
5. Synthesis: arrange, assemble, collect, compose,
construct, create, design, develop,
formulate, manage, organize, plan, prepare, propose,
set up, write.
6. Evaluation: appraise, argue, assess, attach,
choose, compare, defend, estimate, judge,
predict, rate, core, select, support, value, evaluate.
ě
<The above levels of intellectual activity seen in
light of MoQ appear to chart evolving
intellectual patterns>
<Social Level... >
ěAffective learning is demonstrated by behaviors
indicating attitudes of awareness,
interest, attention, concern, and responsibility,
ability to listen and respond in interactions
with others. This domain relates to emotions,
attitudes, appreciations, and values, such as
enjoying, conserving, respecting, and supporting.
Verbs applicable to the affective domain
include accepts, attempts, challenges, defends,
disputes, joins, judges, praises, questions,
shares, supports, and volunteers. ě
<Biological Level...>
ěPsychomotor learning is demonstrated by physical
skills; coordination, dexterity,
manipulation, grace, strength, speed; actions which
demonstrate the fine motor skills such
as use of precision instruments or tools, or actions
which evidence gross motor skills such
as the use of the body in dance or athletic
performance. Verbs applicable to the
psychomotor domain include bend, grasp, handle,
operate, reach, relax, shorten, stretch,
write, differentiate (by touch), express (facially),
perform (skillfully). ě
It is interesting to me that there are several verbs
overlapping the cognitive and affective
domains, and that these verbs are all from the highest
cognitive level (Evaluation): defend,
judge, support, (ap)praise, argue/dispute... objective
assertions & subjective assumptions!
Where then do Magnusí branch collectors fit into
Bloomís Taxonomy?
MAGNUS:
Negative example:
I follow a path in the woods and spot a branch lying
about. I grab the branch and use it
later to make a fire. <Knowledge>
Positive example:
A bushman follows a path in the woods and spots the
same branch lying about. He notices
the branch because such trees don't grow in this part
of the wood <Analysis> and
interprets it as a sign from his fellow hunters
<Application> to follow the direction of the
branch to find them. <Evaluation>
Any thoughts on comparisons between Bloom's Cognitive
Domain and Pirsig's Intellectual Level?
All the best,
Mark
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