There are several constituents that help build the processes that later synchronise together seamlessly as a cohesive unit to form a system. As important as every element of any given system, there is always at least one component which stands head and shoulders above the rest in terms of its functionality; and even a slight failure in its utilisation might result in hindrance that is potent enough to destabilise the whole progression (case in point: Bloom’s Taxonomy in any educational system). If pondered over a little, Bloom’s Taxonomy is not just merely a classification of the levels of an individual’s grasp of a particular subject, they are the steps that one must take in order to reach the upper echelons of intellect and creativity.

However, it appears as if this all important facet of this notion has not been recognised, acknowledged, addressed, simply put ‘felt’ the way it should have been. This propounded organisation of one’s comprehension of any notion by Benjamin Bloom can actually be an ideal way of thinking out of the box in any walk of life, and not just education.

That said, it becomes quite safe to infer that indeed it is a natural course that one experiences while moving through the mental ranks that Bloom describes as far as construing a particular topic is concerned: knowledge and understanding; application and analysis; and evaluation and synthesis. What remains a matter of concern, however, is that most teachers do not progress beyond the initial levels.

It would have been a totally different scenario had they been simply incapable of doing it. In that case, perhaps a few rigorous training sessions would have sorted this problem out, but there is something that poses a challenge — dare I say threat — which is a great deal graver than simple incompetence: apathy.

The point where the intellectual aspect of the whole system comes perilously to a screeching halt is where the teachers become completely nonchalant towards making their pupils understand the importance of stepping into the unknown and foray into the wonderful territory of ingenuity.

Shehla Zuberi, a headmistress at a local school, who runs an extremely productive branch vigilantly, does not mince any words while opining, “Most teachers are restricted to the first three levels; occasionally, they manage to take it beyond that, but it is extremely rare that someone thinks their way to the top levels. Although, this is not the way it should be, but unfortunately, that is the way it is. In our senior classrooms, there is always a student or two maybe who would go up to the level of evaluating his or her own learning, but the rest are usually quite content with simply understanding a particular topic. Such practice, even apart from education, is devastating, since as a nation, we will not be able to produce competent thinkers should we choose to continue like this.”

It goes without saying that there is always an opposite end of the spectrum. Nafisa Zanzibarwala, a very seasoned training coordinator at a local school, is of a somewhat different view: “Things have changed a little in the last few years; and the way we are progressing, it seems that we would be able to inculcate this habit of constant analysis, evaluation and synthesis in our students in the coming years.

“However, at the moment, there is a lack of these probing mental habits in our students especially, at the early and primary levels. Tentatively speaking, about 40 per cent of our teachers cannot manage to elevate their level of teaching and learning to the echelons of evaluation and creativity. However, with some luck and proper training, I am certain that we can remedy this.”

With these two opposite ends of the spectrum taken into account, perhaps the most balanced judgment comes from Uzma Jawed, director of the department of professional development at a renowned educational institution. “As per my observation, the first two levels of the taxonomy are achieved in the early years of education. The third and fourth levels in the primary years; and the last two levels — if achieved ever — are usually seen in the senior years of education. The plan of action is to do this at all levels; and with the maximum number of students. This is certainly a tedious task, but surely doable.”

To end on a positive note, the crux of the matter here would be quite simple: the scene is set; we have a tried and tested theory that has borne results; individuals that are willing to push themselves, as well as others to go that extra mile; the only other element that we require is that added ounce of will power to propel ourselves to the higher echelons of intellect.