A recent review of the Taxonomy of Educational Objectives, cognitive domain, commonly known as Bloom’s taxonomy, concentrated on its statistical properties. The present review complements and supplements this earlier one by concentrating on philosophical and educational issues. It covers unpublished studies as well as published literature over about a 25-year period. The focus is on the claimed properties of neutrality, comprehensiveness, cumulative hierarchical structure, and usefulness.
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Edward J. Furst (1981) studied this question.
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