Bloom Beyind

The author of the paper “Beyond Bloom’s Taxonomy: Rethinking Knowledge for the Knowledge Age Developing Higher-Level Approaches to Knowledge” discusses about how developmental changes in student’s takes place in the understanding of knowledge. Seven levels or stages are discusses that represent increasing ability to deal with knowledge. These levels represents an educational objective of particular significance to a knowledge society (Bereiter & Scardamalia, 1998).The level starts form 0 to 7 in which the knowledge takes different firms as the levels rise. In level 0 knowledge is restricted to only "the way things are”, in level 1 knowledge as individuated mental states like here when four and five year old kids were asked about which animal is there in the box- rabbit and elephant, they were not able to find out as they didn’t see while it was put inside the box, level 2 knowledge as itemizable mental content, level 3 knowledge as representable, level 4 knowledge as viewable from different perspectives in which they are able to link and match the components , level 5 knowledge as personal artifacts, in which they build on the knowledge that they have understood, level 6 knowledge as improvable personal artifacts, level 7 knowledge as semi-autonomous artifacts. In level 7, knowledge objects become things that one can relate to, use, manipulate, judge in various ways, and have feelings about--just like other things in the real world. (Bereiter & Scardamalia, 1998).

The authors of the paper “Critical Management Education From Pedagogy of Possibility to Pedagogy of Refusal? “discusses about the critical management education and its relevance in critical pedagogy. To further understand, Critical management educators, like critical pedagogues, accept the idea of individual agency but interpret it as being restricted and compromised by social structures and processes (class for example) that will be present in the students’ day-to-day experience of their...