Michele Galla, Bill Cope and Mary Kalantzis

This chapter examines how generative artificial intelligence (GenAI) inverts Bloom's Taxonomy, excelling at higher-order skills such as creation and synthesis yet struggling with foundational tasks like factual recall and application. We analyze this "Bloom's Inversion" as evidence of AI's fundamentally different cognitive architecture—one based on statistical pattern recognition rather than embodied understanding. Drawing on empirical studies and theoretical analysis, we propose a Cyber-Social Intelligence framework that reconceptualizes AI as a complementary partner with distinct capabilities. We demonstrate through the Dual-Track Learning Mode how educators can leverage this inversion to enhance creativity and learning while addressing challenges of reliability, authenticity, and skill development. The chapter concludes that effective AI-human partnerships require recognizing AI's non-human intelligence to forge synergistic collaborations that enhance rather than replace human creativity.

• Galla, Michele, Bill Cope and Mary Kalantzis, "Generative AI Turns Bloom’s Taxonomy Upside-Down: Implications for Creativity and Learning,” in Oxford Handbook of Human Creativity x Generative AI in Education, edited by Ronald A. Beghetto, Oxford: Oxford University Press, 2025.

• Full text of preprint here: 

  

  Generative AI and Bloom's Taxonomy