Religion and Bloom's Taxonomy

"It seems that all of us 'borrow' great ideas from time to time"
-- Benjamin S. Bloom

Did religion or Christianity implicitly "knew" Bloom's Taxonomy?

Did this influence The Taxonomy of educational goals?

Here are interesting exceprts that allow us to form an answer:

What did Mr. Benjamin Blom think of religion?

"The development of feelings, values, and commitments is the proper task of home and religion rather than school. However, while the roles of the family and religion remain important in the development of affect, there many legitimate areas within the affective domain where the school plays an essential role." (Benjamin Samuel Bloom, George F. Madeus, John Thomas Hastlings (1981). "Evaluation to improve learning." McGraw-Hill, p. 299).

"The commitment to social problems is transformed into a code of behavior which represents the central guiding principles in the individual's conduct of his life. In all his relations with  other people he is characterized by kindness, respect, and humility. A consistency in behaviour is clearly discernible among al the social roles he is required to assume and between the public and private domains of his life. The great humanitarian figures of history - Socrates, Christ, Lincoln, Ghandi, Einstein - have achieved the characterization we refer to at this level. Each is universally held in high esteem precisely because his philosophy of life characterizes  and pervades all of his behavior. A major long-range outcome of education is the development of a consistent philosophy of life by the student." (Benjamin Samuel Bloom (1956). "Taxonomy of educational objectives"., p. 171).

On the "banking model of education" corrupting moral education:

"The view that education can be conceived of as investment in human capital has stimulated educators as well as economists to study the economic effects of different approaches to education. The view of education as both a consumer or or cultural good and an investment in human capital alters many of our traditional views about education and its effects. This area of research raises long-term problems about the consequences of this view for support of the schools and support of students in the schools.  

There are other subsystems in a nation - religion, mass media, the political system, the status system - which have very complex relations with education. Perhaps the main point is that education is not confined to the school system  and that very complex educational and other relations are found between the schools as a subsystem and the other subsystems within a society." (Benjamin Samuel Bloom. "Evaluation, Instruction and Policy Making" (1975:16); "All our children learning." (1981:27). McGraw-Hill) 

"A primary objective of social studies instruction is that students will assume a cluster of democratic values after a critical analysis of the arguments pro and con. These values are many, but some of the key elements are freedom of speech, press and religion: the dignity, equality, and brotherhood of man; and the right of the majority to prevail and the minority to be respected." (Benjamin Samuel Bloom, John Thomas Hastlings, George F. Madaus. 1971. "Handbook on formative and summative evaluation of student learning." McGraw-Hill). 

"Examples of statements of life goals are: A. Serving God, doing God's will. B. Achieving personal immortality in heaven. C. Self-dicipline: overcoming my irrational emotions and sensous desires. E. Doing my duty. G. Serving the..." (Benjamin Samuel Bloom (1972). "Taxonomy of educational objectives". ). 

"There must be some very fundamental psychological and philosophical reasons for our great concern about personal distinctiveness. However, coupled with this quest for uniqueness is our equally great interest in belonging to a group and sharing in the values, lifestyles,  and other characteristics that make for membership in a group. We do not pride ourselves that our prayers to God are different from all other persons in the religious sect to which we belong. Nor do we create a life-style (e.g. clothes, food, art, and music) which we believe to be absolutely unique. We prefer to be like other members of a group we identifiy with. (Benjamin Samuel Bloom. 1976. "Human characteristics and school learning." p. 208) 

"Each man's home is his castle, and his interests, values, beliefs, and personality may not be scrutinized unless he voluntary gives permission to have them revealed. This public-private status of cognitive vs. affective behaviors is deeply rooted in the Judaeo-Christian religion and is a value highly cherished in the democratic traditions of the Western world. Closely linked to this private aspect of affective behavior is the distinction frequently made between education and indoctrination in a democratic society. Education opens up possibilities for free choice and individual decision." (Benjamin Samuel Bloom (1956). "Taxonomy of educational objectives". ).