ABSTRACT
In common with other systems that serve the needs of nations, educational systems are generally considered to have certain purposes, which are often referred to as educational goals. Many efforts have been made, and continue to be made, to derive educational goals and objectives from broader societal purposes. The omission of consideration of jobs and roles, then, has the typical consequence of making the curriculum goal taxonomy overly general, and often subject to the charge of being not relevant. Curriculum goals like 'typing' and 'social studies' may lead next to the derivation of certain broad categories of human capabilities. In the derivation of educational goals and instructional objectives, a number of taxonomies are useful, ranging from the most general categories of societal goals to the most specific statements of objectives for courses and lessons. It appears that the omission of consideration of certain kinds of taxonomies, at different levels of analysis, can result in deficiencies of the derivation process.
