Beyond Knowledge
Patricia Q. Campbell
Oxford University Press eBooks September 2, 2011 DOI: 10.1093/acprof:oso/9780199793822.003.0005 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Qualitative study Peer reviewed |
|---|---|
| Population | Respondents in meditation classes |
| Key findings | Argues that in meditation classes, cognitive learning is less significant than affective and psychomotor learning, and that ritualizing forges links between psychomotor and affective domains. Proposes a potential fourth learning domain based on Buddhist scripture and traditional meditation practices. |
Abstract
Beginning with interview excerpts demonstrating the different ways in which respondents described their learning experiences, this chapter sets out a framework for understanding various types of learning. It briefly summarizes the learning domains of Bloom's taxonomy, showing how these domains and the learning tasks involved in each relate to learning in meditation classes. Respondents indicated that the first of Bloom's domains, cognitive learning, was less significant than the objectives of the other two domains, the affective and the psychomotor. Once again exploring ritualizing and learning with the assistance of Richard Schechner's performance theories, the chapter demonstrates that there are links between psychomotor and affective learning forged by ritualizing. A potential fourth domain based on Buddhist scripture and traditional meditation practices is also developed.