Every few months, someone asks why James Bach, Bret Pettichord, and I discuss the software testing community in terms of "schools" or suggests that the idea is misguided, arrogant, divisive, inaccurate, or otherwise A Bad Thing. My answer starts from the assertion (which I believe firmly) that we have fundamental differences of opinion in the field, even down to the level of incompatible definitions of key terms. Creating a structure for organizing and highlighting the differences and concordances creates an opportunity for informed–and informative–debate. It also creates a context for scientific research that can actually settle some disagreements with facts.

I like the Anderson / Krathwohl approach (simple summaries here and here and here). One of the key improvements in this update to Bloom’s taxonomy was the inclusion of different types of knowledge (The Knowledge Dimension) as well as different levels of knowledge (The Cognitive Process Dimension).

The Knowledge Dimension
The Cognitive Process Dimension

Remember
Understand
Apply
Analyze
Evaluate
Create

Factual knowledge

Conceptual knowledge

Procedural [...]

Bloom’s taxonomy has been a cornerstone of instructional planning for 50 years. But there have been difficult questions in how to apply it.
The Bloom commission presented 6 levels of (cognitive) knowledge:

Knowledge (for example, can state or identify facts or ideas)
Comprehension (for example, can summarize ideas, restate them in other words, compare them to [...]