Merge pull request #572 from raifdmueller/feat/bloom-taxonomy-anchor

feat: add Bloom's Taxonomy anchor

Author: rdmueller

.coderabbit.yml

@@ -23,6 +23,10 @@ reviews:
         - Zuordenbar: Rückverfolgbar zu Proponenten, Publikationen oder Standards
         Pflichtfelder: :categories:, :roles:, :proponents:
         Format: AsciiDoc mit [%collapsible] Block
+        Die erste Zeile (`= Titel`) ist der AsciiDoc Level-0-Dokumenttitel
+        und MUSS ein einzelnes `=` verwenden. NICHT als Section-Header-Verstoß
+        flaggen (die Sektionen darunter nutzen korrekt `==`). extract-metadata.js
+        liest den Titel via getDocumentTitle(); `==` würde den Build brechen.
         
         ⚠️ AgentSkill-Katalog aktualisieren:
         Wenn ein neuer Anchor hinzugefügt wird, muss auch

docs/anchors/blooms-taxonomy.adoc

@@ -0,0 +1,62 @@
+= Bloom's Taxonomy
+:categories: communication-presentation
+:roles: educator, technical-writer, consultant, team-lead
+:related: 4mat, feynman-technique, socratic-method, diataxis-framework
+:proponents: Benjamin Bloom, Lorin Anderson, David Krathwohl
+:tags: blooms-taxonomy, learning-objectives, cognitive-levels, higher-order-thinking, assessment, didactics, education
+:tier: 3
+
+[%collapsible]
+====
+Full Name:: Taxonomy of Educational Objectives, Cognitive Domain (Revised 2001)
+
+Also known as:: Bloom's Revised Taxonomy; Anderson & Krathwohl Taxonomy
+
+[discrete]
+== *Core Concepts*:
+
+Six cognitive levels:: A hierarchy of *what a learner can do* with knowledge, from lower-order to higher-order — Remember, Understand, Apply, Analyze, Evaluate, Create. Higher levels presuppose the lower ones.
+
+Remember:: Retrieve facts from memory — recall, recognise, list, name. The floor, not the goal.
+
+Understand:: Construct meaning — explain in one's own words, summarise, paraphrase, give an example. *Understanding is not yet mastery.*
+
+Apply:: Use knowledge in a new situation — execute, implement, solve a fresh case. The first level that proves transfer beyond the example taught.
+
+Analyze:: Break a whole into parts and see how they relate — differentiate, attribute, find the edge cases, trace cause to effect.
+
+Evaluate:: Judge against criteria — critique, weigh trade-offs, defend a decision.
+
+Create:: Assemble parts into something new — design, build, generate a working solution.
+
+Action verbs per level:: Each level has its own measurable verbs, which is what turns a vague aim ("understand recursion") into a testable objective ("*implement* a recursive traversal", "*analyse* why this base case prevents infinite recursion").
+
+The 2001 revision:: Anderson & Krathwohl turned Bloom's 1956 nouns into verbs and reordered the top two (the original ended Synthesis → Evaluation; the revision ends Evaluate → *Create*). They also added a second axis — the *knowledge dimension* (factual, conceptual, procedural, metacognitive) — yielding a two-dimensional taxonomy table.
+
+A heuristic, not a law:: The hierarchy is a design aid, not a strict ladder — real tasks mix levels, and Evaluate-vs-Create ordering is debated. Its value is forcing assessment *above* mere recall, not literal sequencing.
+
+Key Proponents:: Benjamin Bloom et al. ("Taxonomy of Educational Objectives", 1956); Lorin Anderson & David Krathwohl ("A Taxonomy for Learning, Teaching, and Assessing", 2001 revision)
+
+[discrete]
+== *When to Use*:
+
+* Writing learning objectives so they name a verifiable cognitive level, not a vague "know about"
+* Designing assessments and quizzes that target higher-order thinking (Apply, Analyze) instead of recall
+* Defining what "demonstrated understanding" means — set the gate at Apply/Analyze, not Remember
+* Reviewing training material or documentation for whether it only informs or also builds skill
+* LLM prompting: "Write quiz questions at the Apply and Analyze levels of Bloom's Taxonomy"
+
+[discrete]
+== *When NOT to Use*:
+
+* As a rigid linear sequence every lesson must climb in order — it is a design lens, not a script
+* For affective or motor learning — the cognitive taxonomy does not cover attitudes (affective domain) or physical skills (psychomotor domain)
+
+[discrete]
+== *Related Anchors*:
+
+* <<4mat,4MAT>> — 4MAT sequences a lesson (Why/What/How/What-If); Bloom grades the cognitive *level* each step targets
+* <<feynman-technique,Feynman Technique>> — explaining-it-back is a concrete check at the Understand level; Bloom names the levels above it
+* <<socratic-method,Socratic Method>> — questioning drives learners up the levels; Bloom labels where they are
+* <<diataxis-framework,Diátaxis Framework>> — documentation types map loosely to cognitive levels (tutorial → Apply, explanation → Understand)
+====

docs/anchors/blooms-taxonomy.de.adoc

@@ -0,0 +1,62 @@
+= Bloom's Taxonomy
+:categories: communication-presentation
+:roles: educator, technical-writer, consultant, team-lead
+:related: 4mat, feynman-technique, socratic-method, diataxis-framework
+:proponents: Benjamin Bloom, Lorin Anderson, David Krathwohl
+:tags: blooms-taxonomy, learning-objectives, cognitive-levels, higher-order-thinking, assessment, didactics, education
+:tier: 3
+
+[%collapsible]
+====
+Vollständiger Name:: Taxonomy of Educational Objectives, Cognitive Domain (Revised 2001)
+
+Auch bekannt als:: Bloom's Revised Taxonomy; Anderson & Krathwohl Taxonomy
+
+[discrete]
+== *Kernkonzepte*:
+
+Sechs kognitive Stufen:: Eine Hierarchie dessen, *was eine lernende Person mit Wissen tun kann*, von niedriger zu höherer Ordnung — Remember, Understand, Apply, Analyze, Evaluate, Create. Höhere Stufen setzen die niedrigeren voraus.
+
+Remember:: Fakten aus dem Gedächtnis abrufen — erinnern, erkennen, aufzählen, benennen. Der Boden, nicht das Ziel.
+
+Understand:: Bedeutung konstruieren — in eigenen Worten erklären, zusammenfassen, paraphrasieren, ein Beispiel geben. *Verstehen ist noch keine Beherrschung.*
+
+Apply:: Wissen in einer neuen Situation anwenden — ausführen, umsetzen, einen frischen Fall lösen. Die erste Stufe, die Transfer über das gelehrte Beispiel hinaus belegt.
+
+Analyze:: Ein Ganzes in Teile zerlegen und ihre Beziehungen sehen — unterscheiden, zuordnen, Edge Cases finden, Ursache zu Wirkung verfolgen.
+
+Evaluate:: An Kriterien messen — kritisieren, Trade-offs abwägen, eine Entscheidung verteidigen.
+
+Create:: Teile zu etwas Neuem zusammensetzen — entwerfen, bauen, eine funktionierende Lösung erzeugen.
+
+Handlungsverben pro Stufe:: Jede Stufe hat eigene messbare Verben — das macht aus einem vagen Ziel („Rekursion verstehen") ein testbares Lernziel („eine rekursive Traversierung *implementieren*", „*analysieren*, warum dieser Basisfall Endlosrekursion verhindert").
+
+Die Revision von 2001:: Anderson & Krathwohl machten aus Blooms Substantiven von 1956 Verben und tauschten die obersten zwei (das Original endete mit Synthesis → Evaluation; die Revision endet mit Evaluate → *Create*). Sie ergänzten zudem eine zweite Achse — die *Wissensdimension* (faktisch, konzeptuell, prozedural, metakognitiv) — und damit eine zweidimensionale Taxonomie-Tabelle.
+
+Eine Heuristik, kein Gesetz:: Die Hierarchie ist eine Entwurfshilfe, keine strikte Leiter — echte Aufgaben mischen Stufen, und die Reihenfolge Evaluate vs. Create ist umstritten. Ihr Wert liegt darin, Prüfung *über* bloßes Abrufen hinaus zu erzwingen, nicht in wörtlicher Abfolge.
+
+Key Proponents:: Benjamin Bloom et al. („Taxonomy of Educational Objectives", 1956); Lorin Anderson & David Krathwohl („A Taxonomy for Learning, Teaching, and Assessing", Revision 2001)
+
+[discrete]
+== *Verwendung*:
+
+* Lernziele so formulieren, dass sie eine prüfbare kognitive Stufe nennen, kein vages „kennt sich aus mit"
+* Prüfungen und Quizzes entwerfen, die auf höhere Stufen zielen (Apply, Analyze) statt aufs Abrufen
+* Definieren, was „demonstriertes Verständnis" heißt — das Gate auf Apply/Analyze setzen, nicht auf Remember
+* Schulungsmaterial oder Doku prüfen, ob es nur informiert oder auch Können aufbaut
+* LLM-Prompting: „Schreibe Quizfragen auf den Stufen Apply und Analyze der Bloom'schen Taxonomie"
+
+[discrete]
+== *Nicht verwenden*:
+
+* Als starre lineare Abfolge, die jede Lektion der Reihe nach durchklettern muss — es ist eine Entwurfslinse, kein Skript
+* Für affektives oder motorisches Lernen — die kognitive Taxonomie deckt weder Haltungen (affektive Domäne) noch körperliche Fertigkeiten (psychomotorische Domäne) ab
+
+[discrete]
+== *Verwandte Anker*:
+
+* <<4mat,4MAT>> — 4MAT sequenziert eine Lektion (Why/What/How/What-If); Bloom benotet die kognitive *Stufe*, die jeder Schritt anvisiert
+* <<feynman-technique,Feynman Technique>> — Zurückerklären ist ein konkreter Check auf der Understand-Stufe; Bloom benennt die Stufen darüber
+* <<socratic-method,Socratic Method>> — Fragen treiben Lernende die Stufen hinauf; Bloom etikettiert, wo sie stehen
+* <<diataxis-framework,Diátaxis Framework>> — Doku-Typen bilden grob auf kognitive Stufen ab (Tutorial → Apply, Explanation → Understand)
+====

docs/changelog.adoc

@@ -8,6 +8,7 @@ A chronological record of all semantic anchors added to the catalog. Community c
 
 * *DRY (Don't Repeat Yourself)* — "every piece of knowledge must have a single, unambiguous, authoritative representation within a system"; targets duplicated knowledge/intent rather than coincidental textual similarity, with the Rule of Three (Fowler) and the wrong-abstraction caution ("duplication is far cheaper than the wrong abstraction", Sandi Metz) as guardrails; antonym WET (Andy Hunt & Dave Thomas, *The Pragmatic Programmer*, 1999; proposed by https://github.com/GaboCapo[@GaboCapo] in https://github.com/LLM-Coding/Semantic-Anchors/issues/560[#560])
 * *Event Storming according to Alberto Brandolini* — a collaborative workshop that models a domain as past-tense domain events on a timeline using a fixed colour notation (orange Event, blue Command, yellow Aggregate, lilac Policy, green Read Model, pink External System, red Hotspot) across three levels (Big Picture, Process Modeling, Design Level); surfaces bounded-context seams via pivotal events and makes assumptions explicit as hotspots; Reverse Event Storming reconstructs legacy systems (Alberto Brandolini, 2012/2013; proposed by https://github.com/SidekickJohn[@SidekickJohn] in https://github.com/LLM-Coding/Semantic-Anchors/issues/558[#558])
+* *Bloom's Taxonomy* — the six-level hierarchy of cognitive learning objectives (Remember, Understand, Apply, Analyze, Evaluate, Create) with measurable action verbs per level; pins the Revised 2001 version and its knowledge dimension; complements the teaching cluster (4MAT, Feynman, Socratic) by grading the cognitive *level* a step targets — so "demonstrated understanding" can be set at Apply/Analyze rather than recall (Benjamin Bloom, 1956; Anderson & Krathwohl revision, 2001)
 
 == 2026-06-01
 

plugins/semantic-anchors/skills/semantic-anchor-translator/references/catalog.md

@@ -521,6 +521,11 @@ Source: https://github.com/LLM-Coding/Semantic-Anchors
 - **Proponents:** Bernice McCarthy
 - **Core:** Four-quadrant learning cycle structuring explanations and presentations — Why (motivation, relevance), What (facts, concepts), How (practical application, examples), What If (extension, transfer); order matters to serve all four learner types (Innovative/Analytic/Common Sense/Dynamic) instead of only analytic learners
 
+### Bloom's Taxonomy
+- **Also known as:** Bloom's Revised Taxonomy, Anderson & Krathwohl Taxonomy, Taxonomy of Educational Objectives
+- **Proponents:** Benjamin Bloom (1956); Lorin Anderson & David Krathwohl (2001 revision)
+- **Core:** Six-level hierarchy of cognitive learning objectives — Remember, Understand, Apply, Analyze, Evaluate, Create — each with measurable action verbs; the 2001 revision verb-ifies the levels, reorders the top two (ends in Create), and adds a knowledge dimension (factual/conceptual/procedural/metacognitive); used to write testable learning objectives and assessments that target higher-order thinking rather than recall; a design heuristic, not a strict ladder
+
 ### Chatham House Rule
 - **Proponents:** Chatham House
 - **Core:** Info can be used but not attributed to speaker/org

skill/semantic-anchor-translator/references/catalog.md

@@ -148,6 +148,41 @@
     "filePath": "docs/anchors/bem-methodology.adoc",
     "tier": 3
   },
+  {
+    "id": "blooms-taxonomy",
+    "title": "Bloom’s Taxonomy",
+    "categories": [
+      "communication-presentation"
+    ],
+    "roles": [
+      "educator",
+      "technical-writer",
+      "consultant",
+      "team-lead"
+    ],
+    "related": [
+      "4mat",
+      "feynman-technique",
+      "socratic-method",
+      "diataxis-framework"
+    ],
+    "proponents": [
+      "Benjamin Bloom",
+      "Lorin Anderson",
+      "David Krathwohl"
+    ],
+    "tags": [
+      "blooms-taxonomy",
+      "learning-objectives",
+      "cognitive-levels",
+      "higher-order-thinking",
+      "assessment",
+      "didactics",
+      "education"
+    ],
+    "filePath": "docs/anchors/blooms-taxonomy.adoc",
+    "tier": 3
+  },
   {
     "id": "bluf",
     "title": "BLUF (Bottom Line Up Front)",

website/public/data/anchors.json

@@ -4,6 +4,7 @@
     "name": "Communication & Presentation",
     "anchors": [
       "4mat",
+      "blooms-taxonomy",
       "bluf",
       "gutes-deutsch-wolf-schneider",
       "inverted-pyramid-style",

website/public/data/categories.json

@@ -1,15 +1,15 @@
 {
-  "generatedAt": "2026-06-02T12:34:14.517Z",
+  "generatedAt": "2026-06-02T13:34:34.825Z",
   "version": "1.0.0",
   "counts": {
-    "anchors": 158,
+    "anchors": 159,
     "categories": 14,
     "roles": 14
   },
   "statistics": {
     "averageRolesPerAnchor": "3.27",
     "averageCategoriesPerAnchor": "1.06",
-    "anchorsWithTags": 118,
-    "anchorsWithRelated": 89
+    "anchorsWithTags": 119,
+    "anchorsWithRelated": 90
   }
 }

website/public/data/metadata.json

@@ -42,6 +42,7 @@
     "name": "Consultant / Coach",
     "anchors": [
       "4mat",
+      "blooms-taxonomy",
       "bluf",
       "c4-diagrams",
       "cohesion-criteria",
@@ -149,6 +150,7 @@
     "name": "Educator / Trainer",
     "anchors": [
       "4mat",
+      "blooms-taxonomy",
       "code-smells",
       "cohesion-criteria",
       "crc-cards",
@@ -496,6 +498,7 @@
       "adr-according-to-nygard",
       "arc42",
       "atam",
+      "blooms-taxonomy",
       "bluf",
       "c4-diagrams",
       "code-smells",
@@ -564,6 +567,7 @@
     "anchors": [
       "4mat",
       "arc42",
+      "blooms-taxonomy",
       "bluf",
       "c4-diagrams",
       "diataxis-framework",