Today I will give you complete information about what is taxonomy in education

Taxonomies of Objectives:.    The Science of classification in general and any specific classification respecting it's rules i. e.taxonomy of educational objectives,.     A taxonomy is a kind of hierarchical organization of knowledge. If one understands all the concepts of taxonomy, this understanding covers all aspects of that knowledge. The relationship among the items of a taxonomy are hierarchical as there are superordinate ,subordinate and coordinate concepts in taxonomies. There are other hierarchies which are not based on inclusive relationship.                                            

Blooms, Taxonomy:.    Bloom and his fellow researchers published a Taxonomy ,educational objectives  ( cognitive domain) which influenced the practice of education to a large extent. Bloom and his colleagues categorized objectives from simple to complex ,or from factual to conceptual .These are actually logical in nature. Bloom (1958) details the cognitive domain as:.            A)  Cognitive  Domain :.             1) Knowledge:.     It is the ability to memorise, recall or otherwise repeat information presented earlier.it is the lowest level in this taxonomy. For example : list the main tools required to wire a three - way switch.                2) Comprehension;.  It is an ability to interpret or restate the information or the knowledge For example : Describe the purpose for each of the three wires used in connecting a switch.                                                 3)  Application:.   Application is an ability to use or apply knowledge information ,theories ,principles or laws to new situations. For Example: Sketch the procedure used when wiring a three - way switch .          4) Analysis: it is an ability to divide complex knowledge into its separate parts and to recognise the relationship of those parts. For example : Calculate the lengths of wire needed in connecting a three way switch to a junction box.                                   5) Synthesis:. It indicates the ability to bring together separate elements of knowledge to form new patterns or whole. For example; Collect all materials needed to carry out the wiring of a three - way switch.      6) Evaluation:.     Evaluation means the ability to make judgements or appraisals based on knowledge or given criteria .      For example : Evaluate the quality of three way switch connections with that of a standard product.                                                                       

B)       Affective Domain :.   For making distinctions between affective behaviours ,krothwohl designed affective domain of objectives. In this domain interests, attitudes, values and appreciation are included . Following is short version of this taxonomy.    Krothwohl (1964) has organized the affective domain as:.                                         1).   Receiving:.  The lowest level begins with the students merely receiving stimuli and passively attending to it. It extends to his more actively attending to it. Example;. A student listens attentively to an announcement of a forthcoming meeting for the formation of an ecology action group.         2).  Responding:.   Willing to react to an event through some form of participation. Example ; the student attends the ecology action group meeting .further be able to reply ,answer ,following, approve, obey, find pleasure in,etc.                                                         3) .  Valuing:.   Willing to accept an event through the expression of a positive attitude . Example:.  The student helps the group to formulate plans and draw up a list of activities in which to engage. He /she will accept attain, assume, support, participate ,continue etc.               4). Organisation: when encouraging situations to which more than one value applies willingly organises the values,  determines the inter relationship ,and accepts some as dominant - i.e .more important to the student. Example:.   When the next meeting of the group is scheduled, the students decide to attend, rather than viewing a television program that interests the student or attending a school athletics event .it means that the student will be able to organise, select ,judge, decide, identify with, develop a plan for, weight alternatives.           5). Characterisation:.       The highest level in the taxonomy is the student,s organisation of the value into a system which is a characterisation of himself. It consistently acts in accordance with value the student accepts and incorporates the behaviour as a part of his or her personality.   Example: to continue an active participation in the ecology action group program for many years. The student believes,practices, continues to, carries out, becomes part of his or her code of behaviour.                                                                 

C).    Psychomotor  Objectives:.    These objectives involve physical performance or skill. This domain was not presented by bloom et- al. But can be adapted to physical activities . Harrow, Simpson and others described this taxonomy for psychomotor Objectives .the main elements of Harrows, taxonomy are as:.        1).  Reflex Movement:.     These include involuntary muscle responses to stimuli .such movements are instinctive and not learned. For Example: stiffen, extend,flex, or stretch arms and legs.     2). Basic Fundamental Movements:.  Body movement patterns are developed during early life. They build upon reflex Movements and are basic to all normal psychomotor activities: Example: crawl, walk, run, jump, reach and grasp.          3).  Perceptual Abilities:.   Observing and interpreting stimuli in the environment to which a person is exposed ,requiring a movement for adjustment. Perceptions involve kinaesthetic awareness,like a change in body balance, visual or auditory discrimination ,tactile or sense of touch discrimination and coordination of eye- hand and eye- foot movements . Examples of such movements are turn , bend, balance, catch an object, kick a ball, perform a simple dance.         4). Physical Abilities:.      These include endurance, strength flexibility and agility of movements. Highly skilled movements cannot be developed without a satisfactory foundation in these abilities. Example :.  endure physical activity for a long time, make quick motions ,stop and restart a movement and moving of heavy objects.    5).   Skilled Movements:.   Performing complex actions efficiently. Actions are normally based upon basic Fundamental Movements and use both perceptual Abilities and simple, compound or complex physical Abilities which with practice result in skilled movement performed with ease and proficiency . Examples; play a musical instrument,use a hand tool, assemble parts, operate a vehicle, adjust a machine.      6).  Non - discursive Communication:.  Physical movements that communicate feelings which are both reflective and learned. They include expressive movements like posture, gestures, facial expressions ,and interpretive movements that are aesthetic or creative in form . Example:. Change in facial expression, physical expressions of emotions and feelings . In short taxonomy is not perfect both logically and empirically ,still it is useful and helpful for teachers .it organizes thinking in far better way than when teachers do not use taxonomy .this practical gain nullifies the criticism.