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The Ergonomics of Learning: A Proposed Update to Bloom's Taxonomy

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Title: The Ergonomics of Learning: A Proposed Update to Bloom's Taxonomy
Language: English
Authors: Andrew Curtis (ORCID 0000-0002-1185-1412), Amy Johansson (ORCID 0000-0002-5427-984X)
Source: Intersection: A Journal at the Intersection of Assessment and Learning. 2025 6(3):95-175.
Availability: Association for the Assessment of Learning in Higher Education. 6844 Bardstown Road #910, Louisville, KY 40291. Tel: 502-406-8012; e-mail: info@aalhe.org; Web site: https://www.aalhe.org/intersection
Peer Reviewed: Y
Page Count: 82
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Taxonomy, Learning Theories, Higher Education, Instructional Design, Learning Objectives, Curriculum Design, Alignment (Education), Evaluation Methods, Cognitive Processes, Cognitive Psychology
ISSN: 2688-7207
Abstract: Benjamin Bloom's "Taxonomy of Educational Objectives: The Classification of Educational Goals" (1956) has been established as the most widely known curriculum design and assessment tool in American education. However, despite its notoriety, this tool, like any other tool, is susceptible to obsolescence. The primary topic of this article is the further revision of Bloom's Taxonomy to realign the framework to modern models of education and psychology. The secondary topic, which will be explored through the context of the primary topic, is the development, maintenance, and retirement of theoretical perspectives. While this article attempts to present a source-supported argument for revising Bloom's Taxonomy to fit with the modern pedagogical, psychological, and philosophical perspectives of learning, it also seeks to examine the theorization process itself. Is renovating an old theory to fit new evidence more beneficial to research than wholesale theory replacement? Is wholesale theory replacement optimal, or do the specifics of the situation affect the restoration vs. replacement argument?
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1494227
Database: ERIC
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  Data: Association for the Assessment of Learning in Higher Education. 6844 Bardstown Road #910, Louisville, KY 40291. Tel: 502-406-8012; e-mail: info@aalhe.org; Web site: https://www.aalhe.org/intersection
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  Data: Benjamin Bloom's "Taxonomy of Educational Objectives: The Classification of Educational Goals" (1956) has been established as the most widely known curriculum design and assessment tool in American education. However, despite its notoriety, this tool, like any other tool, is susceptible to obsolescence. The primary topic of this article is the further revision of Bloom's Taxonomy to realign the framework to modern models of education and psychology. The secondary topic, which will be explored through the context of the primary topic, is the development, maintenance, and retirement of theoretical perspectives. While this article attempts to present a source-supported argument for revising Bloom's Taxonomy to fit with the modern pedagogical, psychological, and philosophical perspectives of learning, it also seeks to examine the theorization process itself. Is renovating an old theory to fit new evidence more beneficial to research than wholesale theory replacement? Is wholesale theory replacement optimal, or do the specifics of the situation affect the restoration vs. replacement argument?
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      – Text: English
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        PageCount: 82
        StartPage: 95
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      – SubjectFull: Learning Theories
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      – SubjectFull: Higher Education
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      – SubjectFull: Instructional Design
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      – SubjectFull: Curriculum Design
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      – SubjectFull: Cognitive Processes
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      – SubjectFull: Cognitive Psychology
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      – TitleFull: The Ergonomics of Learning: A Proposed Update to Bloom's Taxonomy
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