What is Krathwol's affective domain taxonomy?

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)."

How is the taxonomy presented?

The taxonomy is presented in five stages:
Receiving describes the stage of 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 describes the second stage of the taxonomy and refers to a committment 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 means being 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 the fourth stage of Krathwohls taxonomy and involves relating the new value
to those one already holds and bringing 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 means acting consistently in accordance with the values
the individual has internalized. Examples include: to revise, to require, to be rated high in the
value, to avoid, to resist, to manage, to resolve.

Krathwohl's Taxonomy of the Affective Domain

Level

Receiving

Responding

Valuing

Organization

Affective Domain
Definition

Example

Being aware of or attending to Person would listen to a

something in the environment lecture or presentation about
a structural model related to
human behavior.
The individual would answer
questions about the model or
Showing some new behaviors
might rewrite lecture notes the
as a result of experience
next day.

Showing some definite

involvement or commitment

The individual might begin to

think how education may be
modified to take advantage of
some of the concepts
presented in the model and
perhaps generate a set of
lessons using some of the
concepts presented.

This is the level at which a

Integrating a new value into
person would begin to make
one's general set of values,
long-range commitments to
giving it some ranking among
arranging his or her
one's general priorities
instruction and assessment
relative to the model.
Acting consistently with the
new value

At this highest level, a person

would be firmly committed to
Characterization
utilizing the model to develop,
by Value
select, or arrange instruction
and would become known for
that action.
Adapted from: Krathwohl, D., Bloom, B., & Masia, B. (1956). Taxonomy of educational
objectives. Handbook II: Affective domain. New York: David McKay.

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Bloom's Taxonomy: The Affective Domain

The affective domain is one of three domains in Bloom's Taxonomy, with the other two being the
cognitive and psychomotor (Bloom, et al., 1956). For an overview of the three domains, see the
introduction.
The affective domain (Krathwohl, Bloom, Masia, 1973) includes the manner in which we deal
with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and
attitudes. The five major categories are listed from the simplest behavior to the most complex:

Category

Example and Key Words (verbs)

Receiving Phenomena: Awareness,

willingness to hear, selected attention.

Examples: Listen to others with respect.

Listen for and remember the name of newly
introduced people.
Key Words: acknowledge, asks, attentive,
courteous, dutiful, follows, gives, listens,

understands
Responds to Phenomena: Active participation
on the part of the learners. Attend and react to a
particular phenomenon. Learning outcomes
may emphasize compliance in responding,
willingness to respond, or satisfaction in
responding (motivation).

Examples: Participates in class discussions.

Gives a presentation. Questions new ideals,
concepts, models, etc. in order to fully
understand them. Know the safety rules and
practice them.
Key Words: answers, assists, aids,
complies, conforms, discusses, greets, helps,
labels, performs, presents, tells

Valuing: The worth or value a person attaches

to a particular object, phenomenon, or
behavior. This ranges from simple acceptance
to the more complex state of commitment.
Valuing is based on the internalization of a set
of specified values, while clues to these values
are expressed in the learner's overt behavior
and are often identifiable.

Examples: Demonstrates belief in the

democratic process. Is sensitive towards
individual and cultural differences (value
diversity). Shows the ability to solve
problems. Proposes a plan to social
improvement and follows through with
commitment. Informs management on
matters that one feels strongly about.
Key Words: appreciates, cherish, treasure,
demonstrates, initiates, invites, joins,
justifies, proposes, respect, shares

Organization: Organizes values into priorities

by contrasting different values, resolving
conflicts between them, and creating an unique
value system. The emphasis is on comparing,
relating, and synthesizing values.

Examples: Recognizes the need for balance

between freedom and responsible behavior.
Explains the role of systematic planning in
solving problems. Accepts professional
ethical standards. Creates a life plan in
harmony with abilities, interests, and
beliefs. Prioritizes time effectively to meet
the needs of the organization, family, and
self.
Key Words: compares, relates, synthesizes

Internalizes Values (characterization): Has a

value system that controls their behavior. The
behavior is pervasive, consistent, predictable,
and most important characteristic of the
learner. Instructional objectives are concerned
with the student's general patterns of
adjustment (personal, social, emotional).

Examples: Shows self-reliance when

working independently. Cooperates in group
activities (displays teamwork). Uses an
objective approach in problem solving.
Displays a professional commitment to
ethical practice on a daily basis. Revises
judgments and changes behavior in light of
new evidence. Values people for what they
are, not how they look.
Key Words: acts, discriminates, displays,
influences, modifies, performs, qualifies,
questions, revises, serves, solves, verifies

Next Steps

Introduction

The Three Domains of Learning

Revised Taxonomy of the Cognitive Domain

Original Cognitive Domain

Cognitive Process and Levels of Knowledge Matrix

SOLO Taxonomy

Affective Domain

Psychomotor Domain

Learning Strategies: Using Bloom's Taxonomy

References

Bloom, B.S. (Ed.). Engelhart, M.D., Furst, E.J., Hill, W.H., Krathwohl, D.R. (1956). Taxonomy
of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co
Inc.

Krathwohl, D.R., Bloom, B.S., Masia, B.B. (1973). Taxonomy of Educational Objectives, the
Classification of Educational Goals. Handbook II: Affective Domain. New York: David McKay
Co., Inc.

Notes
Updated January 12, 2015. Created June 5, 1999.
Find out more about me (copyright, APA formatting, etc).~ A Big Dog, Little Dog and Knowledge Jump Production ~ Email me at donclark@nwlink.com
~ by Donald Clark

Krathwol et al.'s Taxonomy of the Affective Domain

Citation: Huitt, W. (2001, April). Krathwol et al.'s taxonomy of the affective domain. Educational Psychology
Interactive. Valdosta, GA: Valdosta State University. Retrieved [date], from
http://www.edpsycinteractive.org/topics/affect/affdom.html

Return to: The Affective System | Educational Psyc: Courses | Home |

The following is adapted from: Krathwohl, D., Bloom, B., & Masia, B. (1956). Taxonomy of
educational objectives. Handbook II: Affective domain. New York: David McKay.
The taxonomy was developed to organize levels of commitment. As such it could just as properly
be discussed as a regulatory system issue in the model being presented here.
Affective Domain
Level

Receiving

Definition

Being aware of or attending

to something in the
environment

Example

Person would listen to a

lecture or presentation about
a structural model related to
human behavior.

The individual would answer

questions about the model or
Responding Showing some new behaviors
might rewrite lecture notes
as a result of experience
the next day.

Valuing

The individual might begin to

think how education may be
modified to take advantage
Showing some definite
of some of the concepts
involvement or commitment
presented in the model and
perhaps generate a set of
lessons using some of the
concepts presented.

Organization Integrating a new value into

one's general set of values,

giving it some ranking
among one's general
priorities

Acting consistently with the

Characteriza new value
tion by Value

This is the level at which a

person would begin to make
long-range commitments to
arranging his or her
instruction and assessment
relative to the model.

At this highest level, a person

would be firmly committed to
utilizing the model to
develop, select, or arrange
instruction and would
become known for that
action.

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