Bloom taxonomy revisited: analysis from western and Islamic perspectives
Bloom taxonomy has been the basis of education structure in learning method and assessment. Underpinning the behavioral objectives, Bloom Taxonomy informs the change of knowledge, attitude and skills which assist teachers to transform learning from low to high order thinking (HOT). Unfortunately,...
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| Format: | Conference or Workshop Item |
| Language: | English English |
| Published: |
2014
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| Online Access: | http://irep.iium.edu.my/73147/ http://irep.iium.edu.my/73147/6/73147%20%20Bloom%20Taxonomy%20Revisited.pdf http://irep.iium.edu.my/73147/7/creativity%20FIDS.pdf |
| Summary: | Bloom taxonomy has been the basis of education structure in learning method and assessment. Underpinning
the behavioral objectives, Bloom Taxonomy informs the change of knowledge, attitude and skills which assist
teachers to transform learning from low to high order thinking (HOT). Unfortunately, Bloom taxonomy has
encountered a shortcoming of the assumption of men as merely the body and mind without addressing the
spiritual entity. For Muslims to adapt purely on Bloom taxonomy in planning and learning process reflects the
ignorance of the fitrah or primordial of men which is the most crucial aspect in Islam. Therefore this taxonomy
has to be revisited from the perspective of Muslim model of thinking. Further educational objectives in
cognitive domain should be explored. This research aims at highlighting the assumption of metaphysical
foundation of Bloom Taxonomy which is contradicting with the Islamic metaphysic. It also attempts to
discover the differences between Bloom and taxonomy of thinking process which resulted from different
metaphysical foundations and it’s implication to the Muslim educational setting. The methodology of this
research is based on the philosophical analysis and historical development of Bloom taxonomy and Malik Badri
in order to identify the main differences between their taxonomies of the thinking process. |
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