NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1043145
Record Type: Journal
Publication Date: 2013-Sep
Pages: 5
Abstractor: ERIC
ISSN: ISSN-0037-7724
The Unfortunate Consequences of Bloom's Taxonomy
Case, Roland
Social Education, v77 n4 p196-200 Sep 2013
The sequenced levels of thinking articulated in Bloom's original taxonomy (or in the multitude of subsequent variations) is the most widely known list in education. In addition to enduring popularity, it is arguably one of the most destructive theories in education. In this article, the author explains what makes it so damaging and how practitioners might better support their students' thinking. He goes about this by exploring what he considers to be three flaws in Bloom's taxonomy, explaining the source of each, and suggesting a better way forward. As an alternative, he suggests three principles to effectively promote thinking: (1) Adjust the difficulty so that every student engages regularly in "higher order" learning activities; (2) Appreciate that understanding of subject matter is not a "lower order" task that can be transmitted; it requires that students think critically with and about the ideas; and (3) Understand that inviting students to offer reasoned judgments is a more fruitful way of framing learning tasks than is the use of verbs clustered around levels of thinking that are removed from evaluative judgments.
National Council for the Social Studies. 8555 Sixteenth Street #500, Silver Spring, MD 20910. Tel: 800-683-0812; Tel: 301-588-1800; Fax: 301-588-2049; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A