Acquiring knowledge with comprehension has been the stated goal of education at least since the publication of the Bloom Cognitive Taxonomy, even though progress in research and practice has not kept up with the theory. In this article, we explain the slow rate of progress in education for understanding and argue that the taxonomic approach reverses the relationship between knowledge and understanding and, therefore, has contributed to the popularity of disembodied knowledge acquisition at the expense of the development of embodied understanding and higher educational objectives. For a solution, we outline an alternative approach based on the ideas that knowing and understanding are more different than they are alike and that knowing emerges out of the foundation of embodied understanding in the form of insights. (Contains 1 table.)