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Comprehension in Crisis: Processing Contemporary Issues by Ann Singleton, Ed.D., Department Chair and Associate Professor of Special Education Posted: November 12, 2001

"How does this relate to the real world?" is a question that faculty members are often asked by their students when discussing a particular concept.  This type of question is easily answered when referring to the traditional history and/or issues associated with a particular content or subject area on any given day.  However, when life-changing events occur, the question moves from, "How does this relate to the real world?" to "How does the real world relate to me?"  This type of question is more difficult to answer.  The events of September 11, 2001 present faculty members a disconcerting quandry.  How can a faculty member facilitate the process involved in helping students think about such powerful events that are not easily understood?  A taxonomy of comprehension can serve as an effective tool for such discussions.

Benjamin Bloom's Taxonomy of Comprehension (1956) has been used by educators for many years as a way of ensuring that all levels of thinking occur when printed text is read.  However, these same levels of comprehension are relevant in the thinking process surrounding the input of any kind of information, whether the information is received by print, lecture, or an event in our lives.  Each level builds upon the previous one and ensures that a comprehensive thought process occurs.  Specifically, the six levels of Bloom's Taxonomy of Comprehension are 1) knowledge, 2) comprehension, 3) application, 4) analysis, 5) synthesis, and 6) evaluation.  Using these levels, the events of September 11 can be discussed in a meaningful way. 

·        Knowledge level - The foundational level of comprehension emphasizes a literal interpretation.  At this level the facts surrounding the events as they occurred are recognized.  The "who," "what," "where," "when," and "how" are identified.  In traditional educational settings this level is often abused; either too much time is focused on the minute details associated with the events; or just as ineffective, this level is only given cursory examination before expecting students to advance to the next level of comprehension.  Knowing the facts surrounding the September 11 events could include answering the following questions: 1) What actually happened? 2) Who was responsible? 3) Where did the terrorist's acts occur?  Answering these questions is an important step in understanding this national crisis, but this knowledge should lead to more complex thinking.

·        Comprehension Level - Bloom's second level involves an understanding of the events.  More than just knowing who participated and what exactly occurred, this level of comprehension ensures that the motivation behind the circumstances is understood.  At this level, a discussion could focus on the rationale leading to the events. The ability to understand the facts surrounding the incidents is important before approaching the next level.  Examples of questions to be considered could include: 1) What were the goals of this terrorists' actions?  2) What did they want to accomplish? 3) What part did religion play in the decision to bomb the World Trade Center?

·        Application Level - The application level stresses the importance of transferring an understanding of the events to other areas of the students' lives.  Ferreting out a rule or principle that was used can even lead to a better understanding of the students' own principles and/or convictions.  Analogies are an effective strategy for discussion at this level.  Students could be asked to discuss decisions made by them that could appear irrational to people in another culture.  Students could finish the statement: The bombing of the World Trade Center is like the mass suicide orchestrated by Jim Jones because _________.

·        Analysis Level - This level involves dissecting the events that occurred and ensuring that all of the different elements surrounding them are identified.  Comparison and contrast can be utilized to better understand the relationships between the different elements involved in the incidents.  Questions to consider could include: 1) How could six terrorists manage to board an airplane in our country?  2) What are the key elements in a Muslim world-view?  3) What kinds of planning took place to organize these events of such magnitude? 

·        Synthesis Level - Comprehension at this level includes putting the events into a broader context.  Encourage students to organize their thoughts about these events as they consider their understanding of previous similar ones as well as possible future ramifications.  Questions to consider could include: 1) What comparison can be made to the bombing of Pearl Harbor? 2) What may happen economically as a result of the terrorist acts? 3) What other groups of people may hate the United States to such an extent that a terrorist act would seem logical to them?

·        Evaluation Level - Bloom's most complex level is an easy one for most students.  They have opinions about real-life events and often want to appraise or assess a situation without thinking through the events.  Without prompts, many students may want to limit their thinking to this level.  However, the ability to defend a position can only come from thinking about the events using the levels of comprehension. This last level is considered the pinnacle of understanding, the ability to decide how these events reflect truth and how this truth is relevant for an individual.  Discussion at this level could center on the personal impact that these events will have on the students, their thought processes and their relationships.  In other words, how will students' lives be different as a result of the September 11 events?

Using the rational approach of a taxonomy for the discussion of contemporary issues is not a panacea for an enlightened society.  However, reflective analysis of current events can provide an important role for faculty members in guiding students as they learn to process the ever-changing world in which we live.

 

References

Bloom, B. S. (Ed.) (1956) Taxonomy of educational objectives: The classification of education goals: Handbook I, cognitive domain. New York: Longmans, Green.