| Popis: |
The educational goals categorization framework proposed by Bloom and his collaborators presents a static, delusional, quantifying, controlling, and unresponsive structure that is infused with an overwhelming vision of learning derived from a Western context. It suffers from hierarchical issues and has failed to adopt an inclusive approach. It offers sequential materialistic domains that are steeped in high expectations. Terms like complexity and specificity pose as barriers to equitable learning practices. Similarly, categories such as knowledge and comprehension are regressive and not conducive to an open learning praxis. Munir criticizes this framework by arguing that learning is not always hierarchical and is instead situated in context. Learning is a flexible process, but Bloom’s trajectory has failed to account for this reality. While knowledge is the basis for critical discussion, the act of recreating knowledge is often ignored.This theory posits that individuals start as digital visitors but become digital residents after passing through each phase of the taxonomy. Critical elements such as digital skills, digital literacy, ownership, and networking are crucial to accelerating digital learning in the current digital age. |
