Curriculum Manual Appendix K 65

RANGES of LEARNING: Terms Defined

(The Four “Learning Domains” or Areas of Learning Development)
When we learn something, it is not always the same kind of activity or result that is involved.
Thus we can learn a fact (e.g. the place where Jesus was born); we can learn to understand something
(why God allowed Jesus to die); we can learn to do something (present the Gospel of Jesus Christ to
children); and we can learn to become something (more Christ-like in our attitudes and behaviour).
These are all things we can “learn” (and to a greater or lesser extent be “taught”), but, in each
case, the “learning” involved is of a different kind: it occurs in a different “domain” or area of our
personality.
(The word “domain” suggests the scope or extent of a type of learning. Though the different kinds of
learning relate to each other, they have a distinguishable boundary. A different kind of process is taking
place within each domain.)
The first area we can call the Sapiential Domain, because in this range of learning we are
gaining insight. This kind of learning often comes through reflecting upon our own experience. Thus:
“we learn by experience”. Proverbs 2 provides an extended celebration of this type of learning.
(“Insightful” might be another term for this domain, or “prudential”, which points to the element of
wisdom gained through learning any new understanding. Some educational theorists like to subsume this
domain under the next domain: “cognitive”. This is because both emphasize the process of thinking. But
apart from conceptual understanding, insight generally includes some degree of spiritual understanding
that transcends purely any mental process.)

The second area is known as the Cognitive Domain, because the learning involves thinking.
The term comes from the Latin: cognitio, which means study, or knowledge. This is the most easily
accessible form of knowledge and lends itself especially to “rote-learning”, which, paradoxically, is
marked by its lack of thinking!
(Cognition, in psychology, includes perception, memory, reasoning, judgement, problem-solving,
language, symbolism and conceptual thought, in fact any mental activity that enables a person to
experience and learn about his or her environment. But, educationally, we suggest it be restricted to its
original Latin connotation of knowledge and the study of that knowledge. Robert Ferris divides the
cognitive domain into theory and information, recognizing differences in the ways these areas are taught
and tested. However, it is also possible to contrast theory with practice. Then theory would cover both
information and the understanding of that information, while practice concerns the next two domains:
the affective and the functional.)
The third kind of learning is called Affective. This relates to how we are influenced or affected
by what we learn and so become changed, or at least developed, as a result. It is the sphere of learning
where the Holy Spirit can touch our personality at its deepest level.
(Some Christian educationalists object to the use of the term “affective” because it was used in the
scheme of the naturalist behaviourist B.S. Bloom, “affective” to refer to feelings, whereas “character
qualities” are much more substantial than emotions. However, “affective” can also be thought of as
affecting character.)
The last kind of learning is very practical, so we may call it the Functional Domain. This sort
of learning enables us to do things that we could not do before, or, if we could, to do them better.
Demonstration followed by practice is often the method of training that is most effective in this
domain.
(Bloom uses the term “psycho-motor domain” which Ferris rightly finds too technical and substitutes
“skills”, which fairly describes this domain, as does the adjective “functional” which is preferred here.)
Roger Lewis, who is Professor of Learning Development at Humberside University, UK, points
out that all four domains are important in learning, as in any common human activity (where
learning is put into practice). This is so whether in order to write a school essay or to service a bicycle
in the workshop. For the latter, he notes,
“I need to know where to apply oil and which components to check; have manual skills [doing], e.g. in
adjusting brakes; want to do it, or at least accept the importance of maintaining the bicycle [which is to
do with attitude and so the formation of one’s being]; understand why I am carrying out the various
tasks [to do with the purpose, design, and how the various parts of the whole fit together”.
- R. Lewis, “How to Write Essays”, p. 7, Collins Educational, 1995
Curriculum Manual 66

DISTINGUISHING the LEARNING DOMAINS

< THEORETICAL
Examples of the different uses of “UNDERSTAND” and “KNOW”
in considering Educational Objectives.
“UNDERSTANDING” “UNDERSTANDING” “KNOW” “KNOW”
as INSIGHT as INSIGHT as intellectual as spiritual
into into UNDERSTANDING UNDERSTANDING
how people the PURPOSE of of
BEHAVE of something IDEAS SPIRITUAL PRINCIPLES
Communication The Church Intellectual Skills Biblical Principles
Gospel “bridges” The Church’s mission Relationship of theolog Human nature
Church planting The local church in -ical disciplines to each Human behaviour
Nurture God’s plan other / other disciplines Human needs
Teaching Functions of the church Other ideologies & and Biblical perspectives on
Training The biblical pattern of their relationship to a social & personal issues
ministry biblical worldview Communication
Principles of Operating Different roles of Discriminate between bib Preaching
Management members -lical evidence, patristic Missiology
Dynamics & motivation Philosophy tradition, & contempor
for change Wholistic view of life -ary practice in issues Pastoral Theology
Application of theologic- relating to daily life, Family life & contempor-
al principles to personal culture & ministry ary social norms
life / ministry House-group dynamics
Theological Disciplines Leadership
Psychology Biblical Studies Face church problems
People types Survey of books with honesty & wisdom
Structure of the Canon
Self-knowledge Hermeneutics
Recognition of one’s own Christian Doctrine
strengths & weaknesses Biblical Theology
Self-appraisal Systematic Theology
Awareness of the gifts of Philosophy
others Logic
Social Awareness Metaphysics
Society values & needs Knowledge
Culture of un-evangelized Ethics & Aesthetics
Ideological forces & Apologetics
power groups at work Contemporary Studies
in society Ideologies &other relig
-ions as they clash with
Christian revelation
Islam
Communication
Homiletics
Missiology
Church History
Historical Theology
Practical Theology
Christian Education
Pastoral Theology
Curriculum Manual 67

DISTINGUISHING the LEARNING DOMAINS

Examples of the different uses of “KNOW” and “DO”
in considering Educational Objectives.
“KNOW” “KNOW’
as informed “head” as personal
KNOWLEDGE EXPERIENCE
of of
FACTS GOD and his GRACE
Biblical Studies God
Background information God’s love through Christ
about the life setting, God’s rule & guidance
history & geography of Faith in God & his
people, places & events purposes for his people
Surviving crises through a
Contemporary Studies dependence on God
Facts knowledge of culture The desire to serve God
A sense of calling
Communication
Facts of the Gospel Pastoral Theology
Vision
Church History Passion for evangelism
People, events and places Willingness to learn from
others, accept all sorts of
Pastoral Theology people, & love them as
Forms of worship & church individuals, to suffer &
government sacrifice for others
Respect for individuals
Concern for the whole
person
PRACTICAL>
“DO” “DO”
as obedient as learnt
PRACTICE CAPABILITY
of To
COMMITMENTS PERFORM something
Personal Discipleship Personal Skills
Regular in prayer, study Listen discriminately
of the Bible & worship Ask pertinent questions
Obedience to God’s Word Think critically /creatively
Keep fit & disciplined in Develop one’s own gifts
body, mind & spirit Communication Skills
Manage one’s own time Communicate effectively
Continue to study to Command of language
develop self & ministry Preach effectively
Correct weaknesses & Teach others to pass on
build on strengths the truths of the Gospel
Combat doubt & pressure
Persevere in difficulty Bible Study Skills
Study a passage inductive
Family Life -ly
Respect all members Identify in a passage any:
Balance other roles with Examples to follow
family responsibilities Errors to avoid
Take quality time with the Warnings to heed
family Commands to obey
Maintain proper discipline Exhortations to follow
Provide for essential Promises to claim
Needs Prayers to adapt
Expound Scripture
Local Church Exegete a text / passage
Relate own life to church Use reference tools
Share responsibilities Relate biblical principles
Work through church as to needs & situations
God’s agent in society
Team spirit / involvement Leadership Skills
Lead without dominating, Train others to lead
but sharing responsibility Motivate and encourage
Expound God’s Word others
faithfully & continuously Develop the gifts of others
Engage in church growth Plan ahead & organize
by addition & nurture Lead a meeting & give
direction to its path
Society Pass on one’s own
Offer practical help where learning
and when appropriate Use dynamics of change
Work for a healthy and Use different ways of
just society evangelism, teaching &
counseling
Conduct worship with
dual sensitivity to God
& the congregation
Administrate church busi
-ness efficiently & with
care for individuals
Curriculum Manual 69

SUMMARY CHART
of
LEAR N I N G D O MAI N S
Showing the scope of the four different dimensions of learning

< THEORY > < PRACTICE >

< Func. D Sapiential Domain Cognitive Domain Affective Domain Functional Domain Sap. D >

Reflective Academic Spiritual Practical

INSIGHT KNOWLEDGE CHARACTER ABILITY

Learning to Learning to Learning to Learning to

“UNDERSTAND” “KNOW” “BE” “DO”
Answers the question: Answers the question Answers the question Answers the question
“How?” “Why?” “What?” “Who?” “How?” “Why”

INSIGHT MASTERY DEVELOPMENT PERFORMANCE

into of of of
PURPOSE INFORMATION CHARACTER SKILLS

KNOWING ABILITY
SPIRITUAL INSIGHT a SPIRITUAL GROWTH to
INTELLECTUAL INSIGHT FACT PERFORM
Capable of
e.g. doing a task
FUNCTION PURPOSE DESIGN UNDERSTAND Jesus died EXPERIENCE THE PRACTICE e.g.
in in in INGS outside of of Teach the
OPERATION LIFE GOD’s of Jerusalem GOD THE FAITH parable of the
How it works What it is WORK CONCEPTS on a cross Knowing God Doing the will of Lost Coin to
e.g. for Why it is What it signifies personally God the Sunday
Explain the Explain e.g. e.g. e.g. School
principles of the aims of Explain e.g. Testify to God’s Keeping the
biblical Christian God’s plan Differentiate guidance spirit of the 10
interpretation Education of salvation past, present and Commandments