While recognizing the popularity of the Bloom and Krathwohl taxonomies, this paper focuses on their shortcomings and proposes new affective taxonomies. The Bloom/Krathwohl approach to curriculum design is built around intellectual ends and ignores self-development and social intelligence. This has become particularly pronounced with the advent of the accountability movement. The Bloom/Krathwohl paradigm is inadequate as a framework for accountability because it includes only goals that are purposive, a means to an end, and ignores goals, such as play, that are ends in themselves. Goals that are ends in themselves are associated with effectance, efficacy, competence, and analytic coping ability. Three new taxonomies recognizing goals that are ends in themselves should be created: a taxonomy of educational objectives with an ego-involvement orientation, a motivational orientation, and a moral-development orientation. Research should be conducted to develop procedures and instruments for evaluating these new taxonomies. (LAA)