The article discusses the revision of Bloom's Taxonomy, a classification system for educational objectives. Originally developed in 1956, Bloom's Taxonomy was divided into three domains: cognitive, affective, and psychomotor. The cognitive domain was further subdivided into six levels: Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating. The revised version, published in 2001, updated these categories and restructured them to better reflect the complexity of learning processes. The revised taxonomy retains the six cognitive domains but redefines them to emphasize the relationship between cognitive processes and the nature of learning. For example, "Remembering" was redefined as "Recalling," "Understanding" as "Understanding," "Applying" as "Applying," "Analyzing" as "Analyzing," "Evaluating" as "Evaluating," and "Creating" as "Creating." The revised taxonomy also introduced a new dimension, "Upper-level Knowledge," which focuses on higher-order thinking skills such as metacognition and self-regulation. The revised taxonomy is presented in a two-dimensional table, with the "Knowledge" dimension along the vertical axis and the "Cognitive Process" dimension along the horizontal axis. This table allows for the classification of educational objectives based on both the type of knowledge and the cognitive process involved. For instance, a learning objective that requires students to analyze the relationships between concepts would fall under the "Analyzing" cognitive process and the "Conceptual Knowledge" dimension. The article also provides an example of how the revised taxonomy can be used to classify learning objectives. It describes a classroom unit on pre-revolutionary prison history, where students are asked to recall specific events, explain the outcomes of legislative activities, write an argumentative essay, and revise their work. Each objective is classified according to the revised taxonomy, demonstrating how the two-dimensional table can be used to evaluate the complexity of learning objectives. The revised Bloom's Taxonomy is seen as a more accurate and comprehensive framework for classifying educational objectives, as it better reflects the complexity of learning processes and the nature of knowledge. The two-dimensional table allows educators to easily identify the cognitive processes and knowledge types involved in learning objectives, making it a valuable tool for curriculum design and assessment. The article concludes that the revised taxonomy is a significant improvement over the original, providing a more accurate representation of the complexity of learning and teaching.The article discusses the revision of Bloom's Taxonomy, a classification system for educational objectives. Originally developed in 1956, Bloom's Taxonomy was divided into three domains: cognitive, affective, and psychomotor. The cognitive domain was further subdivided into six levels: Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating. The revised version, published in 2001, updated these categories and restructured them to better reflect the complexity of learning processes. The revised taxonomy retains the six cognitive domains but redefines them to emphasize the relationship between cognitive processes and the nature of learning. For example, "Remembering" was redefined as "Recalling," "Understanding" as "Understanding," "Applying" as "Applying," "Analyzing" as "Analyzing," "Evaluating" as "Evaluating," and "Creating" as "Creating." The revised taxonomy also introduced a new dimension, "Upper-level Knowledge," which focuses on higher-order thinking skills such as metacognition and self-regulation. The revised taxonomy is presented in a two-dimensional table, with the "Knowledge" dimension along the vertical axis and the "Cognitive Process" dimension along the horizontal axis. This table allows for the classification of educational objectives based on both the type of knowledge and the cognitive process involved. For instance, a learning objective that requires students to analyze the relationships between concepts would fall under the "Analyzing" cognitive process and the "Conceptual Knowledge" dimension. The article also provides an example of how the revised taxonomy can be used to classify learning objectives. It describes a classroom unit on pre-revolutionary prison history, where students are asked to recall specific events, explain the outcomes of legislative activities, write an argumentative essay, and revise their work. Each objective is classified according to the revised taxonomy, demonstrating how the two-dimensional table can be used to evaluate the complexity of learning objectives. The revised Bloom's Taxonomy is seen as a more accurate and comprehensive framework for classifying educational objectives, as it better reflects the complexity of learning processes and the nature of knowledge. The two-dimensional table allows educators to easily identify the cognitive processes and knowledge types involved in learning objectives, making it a valuable tool for curriculum design and assessment. The article concludes that the revised taxonomy is a significant improvement over the original, providing a more accurate representation of the complexity of learning and teaching.