Outline of a taxonomy for general Bildung: Deep learning in the anglophone tradition of curriculum studies and the Didaktik of north-west Europe

This chapter scrutinises Bloom’s cognitive levels and the SOLO taxonomy to pinpoint a few general issues in this kind of taxonomic thinking, then compares aspects of these with the forgotten content levels of Bildung-centred Didaktik, with the objective of investigating whether it may be possible to outline a different kind of taxonomy. It touches on ‘deep learning’, an idea which seems to have been conceived of in different ways. The curriculum reform of 2015 is said to have been inspired by the works of John Hattie, Andreas Helmke, and the so-called Ontario model. Both the SOLO taxonomy and the taxonomy by Marzano use the notion of deep learning. The SOLO taxonomy is designed to move from the concrete to the abstract and to achieve higher complexity in reasoning.