Bloom’s Affective Domain in Systems Engineering EducationPublication Date: 10/19/2011
Event: 5th Asia-Pacific Conference on Systems Engineering (APCOSE)
Event: Seoul, South Korea
Bloom’s taxonomy of educational objectives divides educational objectives into the cognitive, affective and psychomotor domains. Most descrip-tions of systems engineering education place al-most total emphasis on cognitive domain content. This approach narrows the qualities to be devel-oped to those described astopic areaswhich are taught about. The affective domain concerns the development of values and inclinations in the student. The student must develop a sense of importance of material and be characterized by appropriate responses to the material. The practice of systems engineering involves a combination of knowledge of certain information, techniques and methods and the ability to work in engineering organizations to deliver significantly complex systems.Systems engineering competency frame-works reflect various kinds of competence required for success. Some competencies follow from knowing about topics but others involveattitudes and approaches to work. This paper discusses the importance of the affective domain in systems engineering education.