Beyond Bloom’s Taxonomy: Emergence of Entrepreneurial Education

Abstract

Twenty years have elapsed since the publication of the Revised Bloom’s Taxonomy (RBT) in 2001, which has established itself as a major tool for defining the objectives of educational programs worldwide. It is, however, high time to revisit the efficacy of RBT in defining educational objectives of the digital natives. The current article initiates a discussion on an entrepreneurial mode of education, which requires learners to venture beyond the paradigms of RBT. The article is meant to catalyze educational reforms in tune with the anticipated life and work spaces of the age of information and digitalization. It follows a visionary approach and project future scenarios, accounting for the rationale behind those predictions. The article concludes that the digital natives will have to develop a new set of skills that equip them to venture into a holistic and integrated thinking style, which it names as grey/fuzzy thinking and white/fractal thinking, respectively. The conclusions drawn in the article require further validations from field experiments. With those validations, the insights of this article could pave way for a radical transformation of education sector worldwide, bringing about an entrepreneurial paradigm shift in its conception and conduct.