Students are empowered for excellence in life under systemic curricula that mandate competencies and systems in the form of learning outcomes spelled out in accordance with SCE taxonomy that resolves certain critical issues in Bloom’s taxonomy.
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Systemic Cognition and Education
Taxonomy of Learning Outcomes
Systemic Cognition and Education (SCE) is a generic pedagogical framework for student and teacher education (2016, 2018a). According to SCE, curricula at all educational levels are dynamic systems that mandate systemic learning ecologies (Halloun, 2018b). Actors and objects of all nature in a systemic learning ecology, including students, teachers, programs of study, objects of learning, and various school settings, are dynamic systems that interact with each other and constantly evolve for the purpose of empowering students with well-defined profiles for lifelong learning and success, even excellence, in life. The traits of such profiles emerge best from competencies that curricula mandate, in their systemic programs of study, in the form of learning outcomes spelled out in accordance with a well-defined taxonomy.
This paper introduces the SCE taxonomy in six sections and an appendix. It begins, in Section 1, with a quick overview of systems and a system schema that serves to spell out all necessary elements of a system or any other concrete or conceptual object of learning. It then follows, in Section 2, with a brief discussion of competencies and learning outcomes in the makeup of particular profiles promoted by SCE. The multi-faceted, four-dimensional SCE taxonomy of learning outcomes is subsequently presented in Section 3, followed, in Section 4, by an outline of some conditions outcomes statements satisfy under our pedagogical framework. Section 5 discusses how cognitive demands vary from one learning outcome to another within the same facet of the taxonomy, and subsequently how the gradual achievement of each outcome can be set in five developmental stages. Section 6 discusses how our SCE taxonomy resolves certain critical issues in Bloom’s taxonomy. The paper concludes with an appendix that illustrates how to set systemic programs of study in accordance with SCE system schema and taxonomy.
More at: www.halloun.net/sce/