2.2. Bloom's Taxonomy

A lot of taxonomies which has been developed; Bloom's taxonomy is one of it, Blooms have developed 1956, where there is a lower order to higher order, the evaluation was on a peak but in 2002, he brought the synthesis and then the creation into the top in the summit.

Bloom's Taxonomy is a framework that was created in 1956 by Benjamin Bloom and his colleagues. It categorizes educational goals into different levels, starting from lower-order thinking skills to higher-order thinking skills. In the original taxonomy, evaluation was considered the highest level of thinking. However, in 2002, the taxonomy was revised to place synthesis and creation at the top, reflecting the increasing importance of creativity and innovation in education. This progression from lower to higher order thinking involves moving from basic knowledge and understanding to more complex tasks like analysis, synthesis, and evaluation.

Think of Bloom's Taxonomy as a ladder. The lower rungs represent foundational skills (like memorizing facts), while the higher rungs require more complex thinking skills, such as creating a new project or evaluating theories. Climbing this ladder means students start with basic knowledge and gradually develop deeper, more critical thinking abilities.

And now, in the present generation of architecture, we are talking about not only the digital forms because of various fabricated models, where technology has been advanced and also we are looking at the digital processes as well.

In contemporary education, particularly in fields like architecture, Bloom's Taxonomy informs how we integrate technology and digital tools into learning. This includes using advanced technology not just for design but also for understanding and applying knowledge in real-world contexts. The evolution of educational practices encourages the combination of traditional skills with digital competencies, preparing students to operate effectively in increasingly technology-driven environments.

Consider how architects today use software to create 3D models of buildings. This digital representation allows them to visualize their ideas far better than traditional sketches alone. Just like Bloom's Taxonomy guides students from basic knowledge to more sophisticated skills, using technology in education enhances their ability to innovate and bring ideas to life.

But in this process, what we are missing is the ground realities...

While advanced digital tools aid in architectural design, it is crucial to remain connected with the realities of physical spaces and user experiences. Often, simulations and digital models can provide insights, but they cannot replace real-world interactions and engagements. Understanding how a design performs in reality, considering factors like environment and user behavior, is vital for successful architectural outcomes.

Think of an architect who designs a building in a virtual environment without considering local weather conditions. If they create a model that looks great digitally but fails in the real world—like not withstanding heavy rain or extreme heat—the building will ultimately disappoint users. Just like in Bloom's Taxonomy, where a complete understanding entails application in real situations, knowing how to design for the actual world is critical.

And architectural education is a 5-year course and where it starts with a fundamental foundation elaboration, integration, advanced specialization and the last 3 E’s; exploration, evaluation and experience.

Architectural education typically spans five years and is structured to build progressively. Initially, students learn foundational concepts, followed by deeper explorations of the subject matter, including integration of skills. Advanced specialization allows students to focus their learning on a specific area. The process emphasizes exploration, evaluation, and experience, linking theoretical knowledge with practical application, akin to the stages outlined in Bloom's Taxonomy.

Imagine someone learning to ride a bike. First, they need to understand how to balance (foundation), then practice riding (elaboration), and finally, they can explore different terrain or tricks (advanced specialization). Each step builds on the last, just like in architectural education.

In the teaching you know, it is not just about what you teach, how much they have learnt, this is assess that it is not about how much you have thought but how much they have learned is more important.

The effectiveness of teaching is determined not by how much information is covered but by how much students retain and can apply. This principle aligns with Bloom's Taxonomy, which prioritizes the understanding and application of knowledge over rote memorization. Assessments should focus on what students can do with their knowledge, reflecting depth of understanding rather than just breadth.

Think of a cooking class. It's not enough for the teacher to explain recipes; students need to actually cook. If students can make a delicious dish on their own, they have learned effectively. This practical application shows that true learning goes beyond just listening to a lecture.

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