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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
SUMMARY CHART
of
LEAR N I N G D O MAI N S
Showing the scope of the four different dimensions of learning
< Func. D Sapiential Domain Cognitive Domain Affective Domain Functional Domain Sap. D >
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