Bloom's taxonomy method as a means of achieving success in teaching philosophy

Abstract

The article examines in detail the effective conditions and ways of using Bloom's taxonomy in teaching philosophy. The purpose of using Bloom's taxonomy in philosophy classes is to encourage higher-level thinking in students through the formation of lower-level cognitive abilities. In teaching philosophy, at the basic levels of Bloom's taxonomy, learning goals are used to understand, explain, repeat, give original examples, generalize, contradict, comment, discuss, and recognize. Bloom's taxonomy distinguishes levels of cognitive skills and focuses on learning goals that require a high level of cognitive skills and therefore lead to deeper learning and delivery of knowledge and skills for different tasks and contexts. Bloom's taxonomy helps develop educational strategies in teaching philosophy. Using Bloom's taxonomy in teaching philosophy provides a solid foundation on which learning goals can be easily developed. It also provides the ability to rate each level of understanding. In contrast to the revised 1956 version of Bloom's taxonomy, revised taxonomy distinguishes between “what to know”, thought content, and “how to know” procedures used in problem solving. The measure of knowledge is “what you need to know”. Since bloom's taxonomy is based on a specific hierarchy of learning levels, each level is an important part of learning to achieve deeper and more advanced cognitive skills. In this regard, we would directly emphasize the importance and role of “Bloom's taxonomy” in the development of students ' theoretical knowledge in teaching philosophy along with practical skills.