Dear Colleague,

Thank you for presenting this timely question — and for sharing the complete Abouzeid Cognitive Taxonomy. It’s always inspiring to see educators reimagining foundational frameworks like Bloom’s Taxonomy to better fit modern learning contexts.

Suggestions for further refinement:

• Make “Genius” actionable: Keep clarifying how teachers can realistically design tasks that invite genius-level work. Real genius can’t be forced, but we can design conditions for breakthrough connections (e.g., interdisciplinary projects, open-ended challenges). What does Genius look like for an undergraduate vs. a graduate student?
• Support teachers: Provide concrete classroom examples, verbs, and task samples for each level — so teachers know how to scaffold them.
• Pilot & refine: As your paper recommends, run studies comparing Bloom’s vs. Abouzeid in real STEM classrooms. Collect student and teacher feedback to tweak the level definitions or flow if needed.

So, is the Abouzeid Model needed? Yes — especially in STEM. It reflects how humans actually think and how AI systems should help us think: iteratively, strategically, creatively, and transformatively.

The Abouzeid Cognitive Taxonomy is a well-argued, timely rethink of Bloom’s — adding the missing pieces of strategy, recursion, metacognitive self-assessment, and genius-level insight. It’s not just an extension; it’s a reconfiguration for how STEM and AI learning truly unfold.

If you’d like, I’d be glad to help draft a sample STEM lesson plan or outline a pilot study using this model — just say the word!

Warm regards,

Dr Koteshwar Ramesh Rakesh

Dear Dr. Koteshwar Ramesh Rakesh,

I would like to extend my sincere thanks for your thoughtful and insightful engagement with the Abouzeid Cognitive Taxonomy. Your detailed commentary not only affirms the core rationale behind rethinking Bloom’s framework but also significantly contributes to its further refinement and application — especially within STEM and AI-related pedagogies.

Your observation that “genius can’t be forced, but conditions for breakthrough thinking can be designed” deeply resonates with the model’s foundational premise. In fact, one of the primary aims of this taxonomy is to reclaim the lost space for transformative, strategic, and recursive thinking — capabilities that are both human and post-human in scope.

You raised three critical suggestions, and I take them very seriously:

1. Operationalizing “Genius”

Indeed, we are currently working on a set of open-ended, interdisciplinary task designs that intentionally provoke cross-domain synthesis, creative risk-taking, and novel problem framing. We're defining indicators for genius-level insight across different educational stages (undergraduate, graduate, postdoctoral), recognizing that genius at each level looks different.

2. Supporting Teachers with a Practical Guide

Your call for classroom-ready tools is timely. I’m preparing a comprehensive Teacher’s Guide for the Abouzeid Taxonomy. This guide includes:

• Action verbs per level
• Sample tasks per subject (with STEM focus)
• Suggested scaffolding strategies
• Assessment rubrics

I would be honored if you would be willing to review or contribute to that guide in the STEM portion.

3. Empirical Pilot Studies

We're designing a comparative classroom-based study where one group is taught using Bloom’s levels and another using Abouzeid’s model. We'll measure student outcomes in terms of problem-solving complexity, metacognitive reflection, and creative solution pathways — especially in AI-related modules.

I welcome collaboration and co-supervision if you'd like to participate or co-author.

Again, thank you for engaging with this framework not just as a concept but as a living model that must evolve through practice. Your generosity in offering help is deeply appreciated, and I would love to continue this dialogue further — whether through research collaboration, co-authored work, or practitioner-level development.

Warmest regards, Mohamed Ahmed Abouzeid Founder of the Abouzeid Cognitive Taxonomy Researcher in AI, STEM Education, and Learning Sciences Email: [[email protected]] SSRN: https://ssrn.com/abstract=5325004

Dear Dr. Mohamed Ahmed Abouzeid,

Thank you so much for your thoughtful reply. I’m truly encouraged to see how seriously you’re developing the Abouzeid Cognitive Taxonomy into a practical, evolving framework for modern STEM and AI education.

Your plans to operationalise “Genius,” create a clear Teacher’s Guide, and run empirical studies are exactly what’s needed to bring this model to life in real classrooms.

I’d be glad to contribute to the STEM sections of your Teacher’s Guide — please feel free to share any drafts or areas where I can add value. I’m also very interested in collaborating on your pilot studies, whether through co-supervision, co-authoring, or helping design tasks and assessments.

Your vision — that we can’t force genius, but we can create the right conditions for it — resonates deeply with my own teaching philosophy. I look forward to supporting you as this model evolves and sharing this important work with the wider education community.

Please do keep me posted on the next steps. I’m excited to continue this collaboration!

Warm regards, Dr. Koteshwar Ramesh Rakesh

Senior Researcher, Synapse International

Founder, Mindtools and Lysa

Email: [email protected]