Guide to Bloom's Taxonomy of Critical Thinking: Psychological Foundations, Empirical Studies, and Future Perspectives

Critical thinking does not come out of nowhere — it can be systematically promoted. Bloom's taxonomy is a proven model that has influenced curriculum development, educational goals and learning processes for decades. From simple memorisation to creative thinking, it offers a tiered model of cognitive abilities that is used in education, psychology and professional development.

What it's about: This article explains the psychological foundations of Bloom's taxonomy, shows how it has proven itself in practice, and provides insight into empirical studies and future prospects. A must-read for anyone who wants to design effective education.

• What exactly is Bloom's taxonomy?

• Why was it developed by Benjamin Bloom in 1956?

• What does the revised version look like?

• What levels of taxonomy are there?

• How is it related to critical thinking?

• How is it used in the classroom?

• What criticism and further developments are there?

What is Bloom's taxonomy?

Bloom's taxonomy is a model for classifying learning objectives and cognitive abilities. It was originally developed in 1956 by Benjamin Bloom. The aim was to create a common vocabulary for teachers and educators.

The taxonomy consists of six levels: remembering, understanding, applying, analysing, evaluating and creating. Each of these levels represents a specific cognitive domain. The model serves as a tool for teachers to formulate appropriate learning objectives and tasks.

In the revised version from 2001 – updated by Lorin Anderson and David Krathwohl – the terms were updated and a two-dimensional model was introduced that combines types of knowledge and cognitive processes.

Why was the taxonomy developed?

Bloom and his colleagues wanted to create an educational tool that systematises learning processes. The idea was that education should not consist solely of memorising facts, but should promote all levels of thinking.

The original taxonomy was developed as an important tool for educational planning. It enables educational goals to be categorised and helps to link them to specific tasks. It is a useful structuring tool, especially in complex contexts such as higher education or coaching.

How is Bloom's 1956 taxonomy structured?

The taxonomy consists of six levels of cognitive processes. Each level builds on the previous one and leads to higher thinking skills.

• Remembering: Recalling facts and basic concepts.

• Understanding: Explaining and interpreting information.

• Applying: Transferring knowledge to new situations.

• Analysing: Breaking down information and putting it into context.

• Evaluate: Make decisions and justify them.

• Create: Generate, design and synthesise new ideas.

These levels of taxonomy reflect different levels of complexity – from simple recall to creative problem solving.

What are the psychological foundations of the model?

The psychological foundations of Bloom's taxonomy are based on constructivist and cognitivist learning models. The idea: Learning is an active, structured process in which knowledge is built up, organised and applied.

The concept of the ‘cognitive domain’ is particularly central. Learning involves not only storing facts in long-term memory, but also applying, evaluating and developing them. From this perspective, thinking is understood as dynamic and capable of development.

What significance does Bloom have for critical thinking?

Promoting critical thinking means going beyond mere memorisation. The upper levels of Bloom's taxonomy – analysing, evaluating and creating – promote precisely these critical thinking skills.

The ability to question and evaluate information and develop alternative solutions is at the heart of modern education. Bloom's taxonomy is therefore often used to formulate learning objectives that systematically require critical thinking.

How is Bloom's taxonomy used?

Teachers use Bloom's taxonomy to develop tasks that relate to different cognitive levels. Examples:

• Lowest level: ‘Name three causes of...’

• Middle level: ‘Compare two theories about...’

• Higher level: ‘Design an alternative solution for...’

Its application ranges from primary school to higher education. Pedagogically sound curricula increasingly take Bloom's taxonomy into account to promote higher-order cognitive skills.

What are the advantages of the revised version?

The revised Bloom taxonomy from 2001 links cognitive processes with types of knowledge. This two-dimensionality makes it compatible with complex learning objectives in different contexts.

It replaces nouns with verbs — ‘remember’ instead of ‘know’ — bringing more dynamism to the planning of learning activities. It also places greater emphasis on creating new content — a crucial step for creative thinking and practical applications.

What empirical studies on higher-order thinking skills support the taxonomy?

Empirical studies and future prospects show that The application of Bloom's taxonomy improves educational outcomes, particularly in the promotion of analytical skills and critical thinking.

Research shows, for example, that learners whose curricula are more strongly based on the higher levels of the taxonomy perform better in problem solving and transfer. In digital education, too, effective learning paths can be designed through targeted tasks at different cognitive levels.

Is there any criticism of Bloom's taxonomy?

Yes, some critics complain that the taxonomy appears linear, even though thought processes often occur simultaneously or in a circular fashion. Others point out that cultural differences in learning contexts are not sufficiently taken into account.

Nevertheless, Bloom's taxonomy remains a valuable tool – when used flexibly and in a context-sensitive manner. The challenge lies in not schematising learning processes, but rather designing them in a differentiated way.

What are the prospects for the future?

The future lies in intelligent further development: combination with digital tools, integration into individualised learning systems, linking with neurodidactic findings.

Adaptive learning systems that challenge learners in real time at the appropriate cognitive level are particularly exciting. Taxonomy also opens up new possibilities in adult education, corporate training and coaching.

Conclusion: What you should remember

• The Bloom taxonomy was developed by Benjamin Bloom in 1956 and revised in 2001.

• It consists of six levels of cognitive processes — from remembering to creating.

• It is an important tool for promoting critical thinking and creative skills.

• Its psychological foundations lie in constructivist and cognitivist learning models.

• In educational practice, it serves as a guide for formulating clear learning objectives.

• Empirical studies and future prospects confirm its effectiveness.

• It remains a dynamic tool that can be further developed and used creatively.

Thinking can be learned — and Bloom provides you with the tools to do so.