Integrative
Steps of
Learning and
Growth
(Bukal Life Care and Counseling Center)
Note:
Special emphasis is placed on
“Christian” instruction. But
the principles apply to
education that should cover
broad areas of life
development.
The most well known
description of learning
domains was
developed by
Benjamin Bloom.
It is known as
“Bloom’s Taxonomy”
This presentation of the
taxonomy of learning
domains is heavily dependent
on (but not strictly following)
the work of Bloom, as well as
others such as R. H. Dave.
Three Major Domains
Cognitive
Affective
Behavioral
Domain #1: Cognitive
“Cognitive” refers to
thinking. As such, it
includes such things
as knowledge,
understanding, and
wisdom.
Domain #2: Affective
“Affective” refers to
feelings. However, it is
broader than simply
emotions. It includes
attitude and values. It
also is tied greatly to the
social or relational
component in the
person.
Domain #3: Behavioral
Originally, with Bloom
and others, this domain
was viewed as
psychomotor or hand
skills. However, a
broader understanding
of actions seems
valuable here.
Review
Cognitive
Affective
Behavioral
Thinking
Feeling
Doing
Head
Heart
Hands
Levels of Learning: Cognitive
Domain
1.
2.
3.
4.
5.
Recall
Comprehension
Application
Analysis
Synthesis
Levels of Learning: Affective
Domain
1.
2.
3.
4.
5.
Receiving
Responding
Valuing
Organizing
Internalizing
Levels of Learning:
Behavioral Domain
1.
2.
3.
4.
5.
Imitation
Manipulation
Precision
Articulation
Naturalization
Two General Thoughts on
Levels of Learning
FIRST: The levels are
progressive. That is,
level 1 is the starting
point for each
domain, but the goal
is to work toward
level 5.
Levels/Steps of Learning
QuickTime™ and a
decompressor
are needed to see this picture.
Two General Thoughts on
Levels of Learning
Second: Most learning
ultimately requires the
integration of the
domains. Education
involves changing
thoughts, values, and
actions.
Integrative Learning is the
overlap of the three domains
Levels/Steps of Learning
QuickTime™ and a
decompressor
are needed to see this picture.
Rather than focusing
on the domains
separately, consider a
holistic integration of
these domains. If we
do this, what happens
at each step?
Step 1: Intake
Cognitive: Recall (I can
remember and repeat back
what I was told)
Affective: Receive (I am willing
to accept, not necessarily
agree with, what I am taught)
Behavioral. Imitate (I can copy
what the teacher is doing.)
Step 2: Grasp
Cognitive: Comprehend (I
understand what I am being
taught.)
Affective: Respond (I value what I
am being taught enough to react
to it… positively or negatively)
Behavioral. Manipulate (I can do as
long as someone gives me
instructions).
Step 3: Use
Cognitive: Application (I can apply
my knowledge in new situations)
Affective: Value (I find what I
learned important to me)
Behavioral. Precision (I can
create/do without specific
instructions)
Step 4: Create
Cognitive: Analysis (I can
competently research, analyze,
and utilize new learning.)
Affective: Organize (I can
restructure my life around what I
have found to be valuable.)
Behavioral: Articulate (I can design
and make what is new based on
learning and personal experience)
Step 5: Master
Cognitive: Synthesize (I can take
learning from many sources and
integrate it into new levels of
understanding)
Affective: Internalize (My learning
is now part of me and how I, in
part, define myself)
Behavioral. Naturalize (I now
design/develop/create as a master
craftsman… as an extension of
myself)
Review of the Holistic Steps
of Learning
QuickTime™ and a
decompressor
are needed to see this picture.
Think About It
These may be steps to
holistic learning, but
perhaps they can be
applied to overall wellbeing.
Consider Luke 2:52
Referring to Jesus… “And
Jesus increased in
wisdom and stature,
and in favor with God
and with man.”
Consider the four areas
mentioned.
 Wisdom (mental/volitional)
 Stature (physical)
 God (spiritual)
 Man (social)
All four of these
areas have cognitive,
affective, and
behavioral
components.
Wholistic Growth involves
growing physically,
mentally, socially,
and spiritually. This
growth, in all four
areas, involves
learning in
thinking, feeling,
and doing.
Consider Spiritual Growth
Many Christians and
Christian groups
deal with spiritual
training without
concern on a
broader level.
Problem #1 with spiritual
training in Christian groups
There is a tendency to limit
training in Christian groups to
that which is considered
“spiritual”. Yet, a Christian
should grow in all four areas.
Why should churches and
other faith groups leave it to
other training institutions to
promote growth in other
areas.
Problem #2 with spiritual
training in Christian groups
Related to Problem #1, many
Christian groups put such a
high priority on “spiritual”
matters, that a young believer
may come to the conclusion
that growing in other areas
has no real value.
Problem #3 with spiritual
training in Christian groups
Many groups focus their training
in the cognitive area. The
focus is on information. This is
strange since faith is
foundational to Christian living
and faith is primarily in the
affective area, and
demonstrated in the
behavioral area.
Problem #4 with spiritual
training in Christian groups
Many groups emphasize
cognitive training at the start
and only seek behavioral
training (ministry/missions)
after a fair amount of
(cognitive) maturity. This is
not justifiable.
Recall the Integrated Steps
QuickTime™ and a
decompressor
are needed to see this picture.
Spiritual Step #1. Intake
A very young believer (or
perhaps simply a seeker) is
given instruction in the faith
and can imitate the behavior
of the discipler. Affectively,
the individual should be
open, but perhaps
undecided.
Spiritual Step #2. Grasp
Training moves beyond data
input and imitation. At this
point there should be the
“Aha!!” as the person
understands and responds
to the message.
Behaviorally, the learner can
serve following clear
instructions.
Spiritual Step #3. Use
This is where the disciples are
generally effective. They
value their faith, they
understand how their Bible
and faith study relates to
their lives. They are able to
serve and minister without
close supervision and
guidance.
Spiritual Step #4. Create
The disciple has moved
beyond the “milk” of the
word. He is now integrating
his life around his faith,
analyzing and dealing with
confusing parts of his
learning. He is able to move
beyond simply doing. He is
able to develop and create.
Spiritual Step #5. Master
Spiritually speaking, this is the
pinnacle. The disciple
identifies himself by his
relationship to God and faith
community. He has great
depth in his understanding,
and is competent to lead,
teach, and do as a fully
faithful servant of God.
This is the pinnacle
spiritually…
… but God did not simply
create us as spiritual beings.
He created us as physical,
thinking, social beings. As
such, achieving a Master
level spiritually while being
stunted in other areas may
not be possible… and
certainly is not healthy.
Key point…
Mastery involves our Godgiven potential and
situation. For example,
Physical mastery involves
the body God has given us
at the stage of life we are
in. Mastery does not mean
doing more push-ups than
anyone else.
Steps Toward Integration
QuickTime™ and a
decompressor
are needed to see this picture.
What would level 6 be?
This should involve integration
of physical, social, spiritual,
and mental areas of life
(they are integrated
anyway… it is we who divide
them up).
What should level 6 be like.
Some characteristics could be:
-Evaluation. (Ability to
judge competently)
-Replication. (Desire to pass
on and develop his learning
to others)
-Innovation. (Develop new
creations that integrate
different areas of life)
What else?
Within a Christian context,
level 6 could be described as
“Christlikeness”.
Within other contexts, level 6
would be living up to one’s
potential or design.
Suggestion…
It may not be necessary to
integrate areas of life in
teaching computer
programming. But one
should consider integrating
components of learning and
areas of life in broader areas
of learning. Education should
be as broad as we are.
We must see the whole man and his total
need. If you only see his mental need you
will become an educator. If you only see
his political oppression, you will become a
revolutionary or a politician. And if you see
only his spiritual need, you will become a
religionist. It is in seeing the whole man,
with the strongest emphasis on the
spiritual that you become a Christian
witness, a missionary, an evangelist, a
communicator of God’s Word.
-Franklin Graham
(CHE Overview {Modesto, CA: Medical Ambassadors International, 2005))
Some References
“Bloom’s Taxonomy- Learning Domains”
http://www.businessballs.com/bloomstaxonomyoflearningdomains.htm
Ford, LeRoy. Design for Teaching and Training: A Self-Study Guide to Lesson Planning. Eugene, OR: Wipf
and Stock Publishers, 2002.
Knight, Lizette. Maximum Learning and Teaching: Asian Perspectivee. Baguio City, Philippines, MLK Equip
Publishing, 2009.
LeFever, Marlene. “Learning Styles” in Introducing Christian Education: Foundations for the 21st Century,
Michael Anthony, ed. Grand Rapids, MI: Baker Books, 2001.
Munson, Celia. “Learning Styles and Modes of Learning.”
http://www.bukallife.org/training_aids/Learning%20Styles%20and%20Modes%20of%20Learning.ppt
Munson, Robert. Wholistic Education in the Church. http://www.bukallife.org/articles/wholistic-education-inthe-church.pdf
LeFrancois, Guy R. Psychology for Teaching. Belmont, CA: Wadsworth Publishing, 1988.
Yount, William R. “Learning Theory for Christian Teachers” in Introducing Christian Education: Foundations
for the 21st Century, Michael Anthony, ed. Grand Rapids, MI: Baker Books, 2001.
Yount, William R. Called to Teach: An Introduction to the Ministry of Teaching. Nashville, TN: Broadman and
Holman, 1999.
Integrative Steps of
Learning and
Growth
(Compiled by Bob and Celia
Munson for Bukal Life Care
and Counseling Center)
www.bukallife.org