Self-Awareness and Personal Growth: Theory and Application of Bloom’s Taxonomy

Abstract

Problem Statement: In this article, we summarize a group-based, selfdevelopment curriculum based on humanistic principles, framed by contemporary self-determination theory (SDT), and designed in accordance with Bloom’s Taxonomy. The processes of awareness and integration are common to SDT and Bloom’s Taxonomy, and to our knowledge, have not been applied together with the practical goal of promoting the student self-development in an educational setting. Purpose of the Study: The underlying assumptions of our curriculum hold that (1) the self functions as the psychological agent responsible for regulating personal behavior, and that (2) personal growth is an outcome of the motivation to fulfill intrinsic goals coupled with the integration of learning through an awareness of personal limitations and potentialities. We describe the design and implementation of a school-based curriculum that integrates core elements of SDT with the sequential levels of cognitive and affective learning articulated by Bloom’s Taxonomy and that is intended to facilitate the student self-development. Method: Three distinct theoretical and empirical ingredients of SDT form the basis of our curriculum: goals and values, organismic integration, and mindful action. These core components of SDT are rooted in the humanistic tradition but can be transformed into a sequence of practical learning goals and activities when viewed through the lens of Bloom’s