Chapter

Fundamental Change

pp 5-22

Beyond Bloom’s Taxonomy: Rethinking Knowledge for the Knowledge Age

  • Carl BereiterAffiliated withOntario Institute for Studies in Education of the University of Toronto
  • , Marlene ScardamaliaAffiliated withOntario Institute for Studies in Education of the University of Toronto

* Final gross prices may vary according to local VAT.

Get Access

Abstract

This chapter focuses on how schools could function as places where students become proficient in all aspects of knowledge, including its creation. Traditional forms of knowledge are inadequate because they are based on “mental filing cabinets”. New conceptions are based on enabling learners to construct knowledge drawing on a range of information enabling them to obtain greater depths of understanding which they can apply in new situations.