COMPARATIVE STUDY OF BLOOM’S TAXONOMY AND INDIAN CONCEPT OF LEARNING WITH REFERENCE TO THE BHAGAVAD GITA: A LITERATURE REVIEW

Abstract

Education has historically served as a means of both intellectual development and human transformation. Bloom’s Taxonomy, introduced in 1956 and revised in 2001, provides a systematic framework for classifying cognitive learning objectives from basic recall to creativity. In contrast, the Indian concept of learning, rooted in the Vedic tradition, Upanishads, and the Bhagavad Gita, emphasizes a holistic approach that integrates intellectual, ethical, and spiritual development. Central to this tradition are Śravaṇa (listening), Manana (reflection), and Nididhyāsana (contemplation), culminating in wisdom (prajñā) and self-realization. The Bhagavad Gita further expands this framework through Jñāna Yoga (knowledge), Karma Yoga (action), Bhakti Yoga (devotion), and Buddhi Yoga (discernment). This paper undertakes a literature review to compare Bloom’s hierarchical taxonomy with Indian pedagogical concepts, highlighting convergences in progressive learning stages and divergences in scope and purpose. The findings reveal that Bloom’s framework primarily supports measurable educational outcomes, whereas the Indian model aspires toward holistic wisdom and ethical living. The paper concludes that integrating both traditions can enrich contemporary pedagogy by fostering not only intellectual competence but also responsible leadership and spiritual balance.