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Since the work was produced by higher education, the words tend to be a little bigger than we normally use. One of the basic questions facing educators has always been “Where do we begin in seeking to improve human thinking?” Fortunately, we do not have to begin from scratch in searching for answers but the Communities Resolving Our Problems (CROP) recommend, “One place to begin is in defining the nature of thinking. Before we can make it better, we need to know more of what it is.” (Houghton, 2004).
As stated by Herman (2002), an educational psychologist who made extensive contributions to educational theory and pedagogy, Benjamin Samuel Bloom harnessed the positive aspects of the educational system from which he benefited and used them to shape the education system. His lasting contribution to the modern American education system has become known as Bloom’s Taxonomy (taxonomy meaning science of classification). Basically, Bloom’s Taxonomy is meant to help teachers accurately classify goals and objectives in their classrooms by asking them to determine the goal of the lesson. By consulting the ideas of Bloom’s Taxonomy, the teacher then works toward determining the means by which the goals can be adequately accomplished.
“Learning is not attained by chance; it must be sought for with ardor and attended to with diligence” (Adams 2005). Understanding the bloom’s taxonomy helps dispel uneasiness with the term. Throughout the years, the levels have often been depicted as a stairway, leading many teachers to encourage their students to climb to a higher level of thoughts (Krathwohl, 2001).
The taxonomy is hierarchal; each level is subsumed by the higher levels. In other words, a student functioning at the application level has also mastered the material at the knowledge and comprehension levels.
If one accepts the idea that teaching for understanding rather than knowledge will bring students to a higher level of learning, the...
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