The holistic approach includes a conceptual framework for educational objectives, redefined cognitive, affective, and psychomotor domain taxonomies, and a composite behavioral domain of objectives for whole learning. The author asserts that traditional cognitive, affective, and psychomotor domains and their taxonomies of objectives in most books dealing with objectives have treated them as separate and unconnected entities, are too numerous, are often incompatible, and are too difficult to apply in the classroom. The book consists of a preface and six chapters. Chapter 1 introduces the context of constructivism, the traditional taxonomies of educational objectives, the conceptual framework, the behavioral domain, and briefly discusses the need. Chapter 2 defines knowledge and differentiates knowledge from information and content.
Subordinate objectives are critiqued against the criteria and a rationale for change is discussed.
Redefined taxonomies of objectives are presented with definitions and applicable test descriptors. Chapter 6 integrates and defines the cognitive, affective, and psychomotor domains as a unified composite behavioral domain. The behavioral domain taxonomy is presented as a learning process. Assessment of student development and achievement is discussed via a behavioral profile. The behavioral domain objectives are classified as short term and long term objectives for classroom application.