Open Access Research Article
White Black Legal – International Law Journal · ISSN 2581-8503
The Role of Bloom's Taxonomy in Legal Education
Read the Full Research Paper
Access the complete open-access article in PDF format. No login is required.
Abstract
THE
ROLE OF BLOOM’S TAXONOMY IN THE LEGAL EDUCATION
AUTHORED
BY - V.R.KALYANI
School
Of Excellence In Law
Abstract
This
study takes a closer look at how bringing Bloom’s Taxonomy into law schools can
fundamentally change the way we train future lawyers. For a long time, legal
education was stuck in textbooks, keeping classroom theory entirely separate
from the actual, everyday practice of law. However, by tapping into the three
core areas of Bloom’s 1956 framework—how we think (cognitive), how we handle
ethics and values (affective), and how we physically perform
(psychomotor)—educators can create a much more holistic learning experience. By
examining the Bar Council of India’s mandatory practical classes, such as Moot
Court and Professional Ethics, this research shows exactly how structured,
hands-on learning helps students step confidently from the lecture hall into the
courtroom.
Beyond
just improving academic grades, this shift in teaching has a massive impact on
society as a whole. The Indian Constitution, specifically Article 39-A,
promises free legal aid and equal justice for everyone. To actually keep that
promise, the country desperately needs a steady stream of highly skilled,
deeply ethical lawyers. As the Supreme Court highlighted in major cases like
State of Maharashtra v. Manubhai Pragaji Vashi, the government must properly
fund law colleges so they can afford to teach these intensive practical skills.
Final checkpoints, like the All India Bar Examination, act as a safety net to
ensure every new advocate has truly mastered these learning domains before
taking on real clients.
Guided
by OSCOLA citation standards, this paper spots what is missing in current
academic literature, asks targeted research questions, and lays out a
practical, ready-to-use lesson plan. Ultimately, the research concludes that
using Bloom’s Taxonomy to organize legal curricula doesn't just make life
easier for teachers—it actively helps law schools graduate capable advocates
who are ready to fight for social justice and protect the rule of law.
Key Words: Bloom’s Taxonomy, Legal
Education
List of Abbreviations
●
AIBE:
All India Bar Examination
●
Art:
Article
●
BCI:
Bar Council of India
●
CLE:
Clinical Legal Education
●
OSCOLA:
Oxford University Standard for Citation of Legal Authorities
●
s / sec:
Section
●
SCC:
Supreme Court Cases
List of Authorities
Statutes
and Rules
●
Advocates Act 1961
●
Bar Council of India Rules of Legal
Education 2008
●
Constitution of India 1950
Cases
●
Bar Council of India v Bonnie Foi Law
College (2023) 7 SCC 756
●
State of Maharashtra v Manubhai
Pragaji Vashi [1995] INSC 463, (1995) 5 SCC 730
Reports
and Official Documents
●
Law Commission of India, 184th Report
on the Legal Education & Professional Training and Proposals for Amendments
to the Advocates Act, 1961 (2002)
1. Introduction and Historical
Background
Law
school in India has come a long way. Looking back to the mid-19th
century—specifically around 1855—the objective of formal legal schooling was
extremely narrow. It sought only to equip students with enough basic knowledge
to serve the lower and high courts as Vakils (pleaders) or junior
judicial personnel.[^1] For roughly a hundred years, students merely
sat through monotonous lectures on mandatory subjects, with virtually no
emphasis on independent legal research or practical courtroom preparation.[^1]
A
major turning point occurred with the passing of the Advocates Act 1961, which
authorized the Bar Council of India (BCI) to oversee both the legal profession
and the standards of legal instruction.[^2] However, despite these
administrative upgrades, legal scholars and judges continued to spot a glaring
flaw: the instructional methods were still heavily stuck in theory. The
traditional classroom approach prized academic case analysis over the everyday,
practical skills needed by practicing attorneys. To successfully bridge the
immense gap between academic theory and active courtroom advocacy, today's law
schools require a much stronger and more cohesive educational strategy.[^3]
2. Aim and Objective of the Research
What
is the primary goal of this research? Ultimately, we want to explore how a
renowned educational framework—Bloom's Taxonomy—can be seamlessly woven into
modern law school curricula. We aim to demonstrate how this psychological
framework helps educational institutions meet both the BCI's strict practical
standards and the broader social justice goals enshrined in our Constitution.
Specifically,
we aim to:
1. Break
down the three core learning domains of Bloom's Taxonomy (how we think, how we
feel, and how we physically act) and illustrate why they are indispensable for
competent lawyering.
2. Connect
the BCI's mandatory clinical and practical courses directly to these distinct
learning levels.
3. Show
how major Supreme Court decisions can be utilized as teaching instruments to
help law students develop a robust professional and moral identity
3. Research Gap
This
brings us to the missing piece of the puzzle. Despite the wealth of literature
on both educational psychology and Indian legal reforms, there is a distinct
gap in the research. Most scholars discuss Bloom’s Taxonomy and the Bar
Council’s clinical training requirements as two completely separate topics.
Very few studies have attempted to map these psychological learning domains directly
onto the BCI's mandatory practical courses in a granular, lesson-by-lesson
format. Furthermore, there is a noticeable lack of research illustrating how
landmark Supreme Court judgments—which actively shape the funding and
regulation of law schools—can be explicitly used as pedagogical tools to build
a student's ethical foundation inside the classroom.
4. Research Questions
To
bridge this gap and guide our exploration, we will address three core
questions:
1.
How can we adapt Bloom's Taxonomy—which is
often presented as a rigid, step-by-step ladder—to fit the chaotic,
multi-tasking reality of complex legal reasoning?
2.
In what specific ways do the BCI's
Schedule III clinical papers naturally align with Bloom's cognitive, affective,
and psychomotor domains?
3.
How have landmark Supreme Court rulings
shaped the funding and regulation of law schools, ensuring they have the
resources to teach these higher-level skills and fulfill their constitutional
mandate to provide free legal aid?
5. Limitations of the Research
Before
we dive into the existing literature and our core questions, it is important to
acknowledge the practical boundaries of this study. First, while Bloom's
Taxonomy is a brilliant theoretical tool, modern educators caution that its
traditional, step-by-step structure can oversimplify how learning actually
happens.[^4] Real-world legal reasoning is messy and non-linear,
making it difficult to perfectly box a student's progress into rigid
categories.
Second,
rolling out high-level clinical education requires massive funding and
infrastructure—such as functioning mock courtrooms and active legal aid clinics.[^5]
Many regional and private law colleges face severe resource shortages, which
limits their ability to fully engage the physical and ethical learning domains.
Finally, because the Indian university system still relies heavily on
standardized, written end-of-semester exams, accurately measuring a student's
ethical growth or courtroom presence remains a systemic challenge.
6. Literature Review
To
understand where legal pedagogy is heading, we must look at what has already
been written. Early scholarship largely focused on critiquing the archaic
"lecture and memorize" methods left behind by the colonial era.
However, the discourse shifted dramatically following the Law Commission of
India's reports (most notably the 184th Report in 2002), which forcefully
advocated for the integration of clinical, hands-on training to prepare
students for the realities of legal practice.[^6]
Simultaneously,
in the realm of educational psychology, a wealth of literature has been built
around Bloom's Taxonomy since its inception in 1956.[^7] Scholars
have continually debated its application, with recent literature pushing back
against its linear hierarchy and advocating for a "complexity theory"
approach to professional education.[^4] Meanwhile, legal researchers
have extensively documented the structural impacts of the Bar Council of
India's 2008 Rules of Legal Education, analyzing how the mandatory clinical
papers have disrupted traditional timetables and assessment methods.[^8]
7. Scheme of Lessons
7.1 Module 1: Understanding How Law Students Learn - The Psychology of
Legal Pedagogy
In
law schools, the objective of education goes far beyond memorizing a massive
rulebook. The true objective is a complete professional transformation. You
must alter how you process information, how you navigate ethical crossroads,
and how you physically conduct yourself in a judicial setting. To facilitate
this transformation, modern educators rely heavily on educational
psychology—specifically, Bloom's Taxonomy.
Introduced
in 1956 by educational psychologist Benjamin Bloom and his colleagues, this
taxonomy provides a structured way to categorize how human beings absorb and
apply knowledge.[^7] Bloom discovered that true learning occurs
across three distinct areas, or "domains." To become a fully
competent advocate, a student must achieve mastery in all three.[^9]
The Cognitive Domain: Developing the Legal Mind
This
area focuses purely on the intellect and cognitive processin.[^10]
In a standard law school environment, this is where a vast majority of time is
spent. It scales from basic memorization all the way up to complex, innovative
problem-solving.
●
Remembering and Understanding:
Educator begin with the foundational elements. For instance, you memorize the
fact that Article 21 of the Constitution safeguards personal liberty, and you
comprehend that this prevents the state from detaining individuals without due
process.
●
Applying and Analyzing:
Next, tutor translate these rules into real-world scenarios. When a client
presents a complicated issue, you dissect the facts and apply the relevant
statutory provisions to determine the viability of their case.
●
Evaluating and Creating:
At the pinnacle of this domain, you are critiquing existing arguments and
forging entirely new legal strategies. A top-tier appellate advocate, for
example, will evaluate the logical gaps in a lower court's decision and craft a
novel, unprecedented legal theory to persuade the higher bench.
The Affective Domain: Building Professional Ethics
This
domain is centered around emotions, values, professional motivations, and
attitudes.[^11] While the cognitive domain dictates how to
practice law, the affective domain dictates why you must practice it
with integrity. A highly intelligent lawyer who lacks an ethical foundation is
fundamentally dangerous to society.
●
Receiving and Responding:
Emphasis to actively listening have to be adopted during the seminars and
participating willingly in debates regarding fairness and justice.
●
Valuing and Organizing: The educator begin to deeply value these
principles. Recognize that providing pro bono legal aid is not merely a
graduation hurdle, but an essential service to legal community. An Educator
must integrate these principles into their personal moral framework.
●
Characterizing:
At the highest level, one’s internalized values dictate their everyday
behavior. Legal Professional must build a reputation as an attorney of
impeccable character who would never deceive a judge or opposing counsel, even
if doing so would guarantee a victory.
Mastering the Physical Skills of Law
This
category covers physical coordination, movement, and motor skills.[^12]
While many view law as a purely intellectual, desk-bound profession, courtroom
advocacy is highly physical.
●
Perception and Set:
A masterful trial attorney possesses acute sensory awareness. During a
cross-examination, you must physically observe a witness's body language,
notice subtle signs of hesitation, and immediately adjust your physical posture
and line of questioning.[^12]
●
Mechanism and Adaptation:
This involves the actual physical mechanics of legal work—whether that means
swiftly and accurately formatting a complex contractual document or dynamically
adjusting your vocal projection and physical stance in a loud, crowded
courtroom.
Rethinking the Nature of Law
Historically,
Bloom's Taxonomy was taught as a rigid ladder: a student had to achieve the
lowest steps (like remembering) before attempting the higher ones (like
creating). Today, however, educational theorists acknowledge that real-world
legal practice is a highly complex environment that defies straight-line
thinking.[^4]
When
a lawyer actively arguing a case before a judge, he do not simply recall a
fact, pause, analyze it, pause, and then evaluate the outcome. He execute all
these steps simultaneously.
He
is recalling precedents (Cognitive), maintaining a steady, professional
composure under pressure (Affective), and physically projecting his voice
across the room (Psychomotor). Consequently, progressive law schools are
abandoning pure rote memorization in favor of immersive, hands-on learning
environments that stimulate all three domains at the exact same time.
7.2 Module 2: Putting Theory into Practice - Clinical Legal Education and
Bar Council Standards
For
decades, the prevailing criticism of Indian law graduates was that they were
far too theoretical. Students could spend years digesting textbooks and passing
written exams, yet upon graduation, many lacked the basic ability to interview
a client, draft a simple legal notice, or present themselves properly in court.
The
Bar Council of India took a major step to remedy this by issuing the Rules of
Legal Education in 2008.[^8] Under Schedule III, the BCI made it
compulsory for every recognized law degree to include four practical
"Clinical Papers These mandatory
courses force students to step away from the library and engage with real-world,
practical scenarios.
The Four Pillars of Clinical Legal Education
1.
Drafting, Pleading, and Conveyancing (Paper I)
This subject requires you to convert your theoretical legal knowledge into
tangible, physical skills. It is not enough to explain the concept of a
"sale deed"; you must physically draft one. Students compile a
portfolio of original legal documents over the course of the semester, which
prevents them from merely copying old templates and forces them to originate
their own customized legal instruments.[^13]
2.
Professional Ethics and Professional Accounting (Paper II)
Directly targeting the Affective Domain, this course covers the Advocates Act
1961 and the rules of professional conduct. The objective goes beyond
memorizing the penalties for contempt of court; it is designed to help students
internalize the profound ethical responsibility of managing a client's funds
and safeguarding their legal rights.[^13]
3.
Alternative Dispute Resolution (Paper III) Because a vast
majority of disputes are settled outside the courtroom, this paper focuses on
negotiation, mediation, and arbitration. Here, students deploy their cognitive
skills to evaluate potential legal compromises and rely on their affective
skills to communicate with opposing parties in a calm, strategic manner during
mock negotiation sessions.[^13]
4.
Moot Court Exercise and Internship (Paper IV) This is the
ultimate synthesis of all three learning domains. During a mock trial (moot
court), students must dissect a fictional legal dispute (Cognitive), maintain
strict courtroom decorum (Affective), and physically present their oral
arguments while fielding intense questioning from the bench (Psychomotor).[^14]
Additionally, they must attend real court sessions, observe live trials, and
maintain a contemporaneous diary of the proceedings.
The Strict Rules of Assessment
You
cannot learn how to litigate a case by skimming a textbook the night before an
exam. Recognizing this reality, the BCI enforces a stringent 70% attendance
mandate for these practical classes.[^15] If a student skips their
practical training or mock trials, they are barred from sitting for their final
university exams. These clinical subjects are evaluated continuously throughout
the semester via portfolios, daily diaries, and live oral defenses (viva voce).
The Importance of Legal Citation (OSCOLA)
Another
deeply practical skill is mastering the correct citation of legal research.
Standardized formats, such as the OSCOLA method, demand intense attention to
detail.[^16] A student must know precisely where to place a comma,
when to enclose a publication year in square brackets, and when to italicize a
specific case name. Mastering this format is not merely an aesthetic exercise;
it is a rigorous cognitive and psychomotor drill that trains the brain to be
highly meticulous—a habit that is absolutely essential when drafting flawless
legal briefs for a judge.
7.3 Module 3: Law Schools, the Courts, and Social Justice - Judicial
Imperatives in Education
One
might wonder: why is the regulatory framework surrounding legal education so
intense? Why do the highest courts concern themselves with how a college
operates its classrooms? The answer lies in the Constitution of India and the
fundamental promise of social justice.
India
remains a developing nation where widespread poverty is a harsh reality.[^17]
When citizens are struggling to secure basic necessities, they certainly lack
the financial means to hire a lawyer to defend their rights. If marginalized
populations cannot access the judicial system, the guarantee of
"Justice" highlighted in our Constitution's Preamble becomes an empty
promise.
The Constitutional Promise of Free Legal Aid
To
combat this inequality, Article 39-A of the Constitution directs the government
to offer free legal aid, ensuring that poverty does not block any citizen's
path to justice.[^17] Furthermore, the Supreme Court has explicitly
connected this right to free legal aid with Article 21, which guarantees the
fundamental right to life and personal liberty.
However,
the state cannot magically generate free legal aid; it requires a vast,
dedicated workforce of well-trained, highly ethical lawyers to perform the
actual work. Since these advocates are exclusively produced by law schools,
ensuring that students are properly educated—and that they truly value the
concept of social justice—is quite literally a binding constitutional duty.
The Landmark Case: State of Maharashtra v. Manubhai Pragaji
Vashi
Operating
a high-quality law school requires significant financial resources.
Institutions must pay for expert faculty, extensive library databases, and
specialized infrastructure like mock courtrooms.
This
financial reality triggered a major legal battle in 1995 in the landmark case State
of Maharashtra v Manubhai Pragaji Vashi.[^18] The state
government was distributing financial grants-in-aid to private colleges
teaching engineering and medicine, but it refused to extend the same funding to
private law colleges, citing a shortage of public funds.
The
Supreme Court firmly dismissed the state's financial defense. The Court
emphasized that a robust, effective legal education system is an absolute
prerequisite for providing the free legal aid promised by the Constitution. If
law schools collapse due to a lack of resources, society as a whole suffers
from a severe shortage of capable advocates. The Court concluded that extending
financial support to recognized law colleges is a binding constitutional
obligation, not merely a discretionary charitable act by the state.[^18]
This ruling was a monumental victory, guaranteeing that law schools would have
the financial backing necessary to build infrastructure for practical, hands-on
training.
Ensuring Quality Control: The All India Bar Examination
Even
with adequate funding and mandatory practical classes, the legal profession
requires a final safeguard to ensure that only truly competent individuals are
permitted to practice law. The Supreme Court reinforced this safeguard in the
2023 case Bar Council of India v Bonnie Foi Law College.[^19]
The
Court unequivocally upheld the BCI's authority to conduct the All India Bar
Examination (AIBE). While individual universities are responsible for educating
students, the BCI acts as the ultimate gatekeeper. The AIBE serves as the final
safety net, verifying that every law graduate has genuinely synthesized their
cognitive knowledge and ethical training before they receive a license to
represent the public in a court of law.
8. Research Analysis and Research
Findings
8.1 The Non-Linear Reality of Legal
Cognition
A
primary finding of this research is that the traditional, step-by-step ladder
of Bloom’s Taxonomy is largely too rigid to capture the realities of modern
legal practice. [^20] During live courtroom advocacy, a lawyer does
not linearly move from remembering a statute to analyzing it. Instead, legal
reasoning demands simultaneous execution across all three learning domains:
rapidly recalling judicial precedents (Cognitive), maintaining strict ethical
composure under pressure (Affective), and physically projecting confidence to
the bench (Psychomotor). Consequently, the analysis indicates that progressive
law schools must abandon purely rote memorization in favor of immersive,
chaotic learning environments that trigger these domains concurrently.
8.2 Clinical Papers as Domain
Synthesizers
The
findings demonstrate that the BCI’s 2008 Rules of Legal Education successfully
operationalize Bloom's framework through Schedule III's mandatory clinical
papers. [^21]
* Cognitive and Psychomotor Integration: The
"Drafting, Pleading, and Conveyancing" paper forces students to
physically originate custom legal instruments rather than copy templates,
elevating them to the 'Creating' tier of the taxonomy.
* Affective Application: The
"Professional Ethics" paper shifts ethical conduct from a memorized
concept to an internalized value system, which is crucial for responsibly
managing client rights and funds.
* Total Synthesis: The "Moot Court
Exercise" serves as the ultimate pedagogical tool. It requires students to
dissect fictional legal problems, maintain courtroom decorum, and deliver oral
arguments, effectively blending all three of Bloom's learning domains into a
single assessment.
8.3 Judicial Imperatives and Quality
Control
Finally,
the research highlights that teaching these higher-order legal skills requires
massive infrastructure, such as active legal aid clinics and mock courtrooms.
The Supreme Court’s ruling in State of Maharashtra v Manubhai Pragaji Vashi
recognized this reality by mandating state financial grants for private law
colleges, framing this funding as a constitutional necessity to ensure access
to free legal aid. [^22 ]Furthermore, the analysis confirms that the
All India Bar [has genuinely synthesized their cognitive and ethical training
before being granted a license to practice.[ ^23]
9. Conclusion
Elevating
Indian legal education from a dry, textbook-heavy routine into a dynamic,
skills-based professional journey requires a highly structured game plan.
Integrating the psychological principles of Bloom's Taxonomy into the legal
curriculum provides an ideal blueprint for this necessary transformation.
When
we analyze how students truly absorb information, it becomes glaringly clear
that mastering the law is a complex, non-linear process. A student must engage
their intellect, activate their moral compass, and deploy physical advocacy
skills all at the exact same time. The Bar Council of India’s mandatory
clinical papers bring this psychological theory to life by challenging students
through intensive drafting exercises, complex ethical debates, and immersive
mock trials. By strictly enforcing attendance and utilizing continuous grading
models, institutions ensure that students cannot simply hide in the back of a
lecture hall.
Ultimately,
this bold educational vision is protected and sustained by the judiciary. As
the Supreme Court has affirmed repeatedly, the State is constitutionally
obligated to fund and support legal education. Law schools are the sole
incubators capable of producing the ethical, highly skilled advocates required
to deliver free legal aid to the vulnerable and keep the machinery of justice
functioning for all citizens.
10. Suggestions
Given
how effectively Bloom's Taxonomy pairs with our national legal education
standards, the following practical steps are suggested to elevate law schools
even further:
1.
Train the Teachers in Pedagogy:
Universities must invest in teaching their law professors how to teach
effectively. Faculty members should receive formal training in educational
psychology so they can naturally integrate active learning and Bloom's
multifaceted principles into their daily lectures.
2.
Implement Strict Portfolio Audits:
The Bar Council should establish a rigorous auditing system to randomly verify
student portfolios and court diaries. This will ensure that students are
genuinely completing their hands-on work in real-time, rather than fabricating
their records at the end of the term.
3.
Incorporate Digital Competencies:
Bloom's Taxonomy must be updated for the digital age. Crucial modern
skills—such as leveraging AI for legal research, electronically filing court
documents, and navigating advanced legal databases—must be actively integrated
into the curriculum and formally tested.
4.
Maintain Robust Institutional
Funding: Honoring the spirit of the Manubhai Pragaji Vashi
judgment, state governments must proactively fund the legal aid clinics
operated by law colleges. This dual-purpose funding provides students with
invaluable real-world practice while delivering a vital constitutional service
to marginalized communities.
Footnotes
[^1]:
'Legal Education in India' (Probono India) http://probono-india.in/Indian-Society/Paper/37_Legal%20Education%20in%20India%20%20Book.pdf
accessed 11 September 2026.
[^2]: Advocates Act 1961, s 4.
[^3]:
'Transforming Legal Education in India: The Role of Clinical Legal Education
and Trial Advocacy' (ResearchGate) https://www.researchgate.net/publication/391742568
accessed 11 September 2026.
[^4]:
'Critique of Bloom's Taxonomy' (Educator's Technology, 2025) https://www.educatorstechnology.com/2025/04/blooms-taxonomy.html
accessed 11 September 2026.
[^5]: 'Empowering Indian Legal Education:
Integrating Clinical Training and Trial Advocacy' (Preprints) https://www.preprints.org/frontend/manuscript/d0e04efb40dd82ccb46e69b6f68f1852/download_pub
accessed 11 September 2026.
[^6]: Law Commission of India, 184th Report
on the Legal Education & Professional Training and Proposals for Amendments
to the Advocates Act, 1961 (2002).
[^7]: Benjamin Bloom (ed), Taxonomy of
Educational Objectives: The Classification of Educational Goals (Longmans
1956)
.
[^8]: Bar Council of India Rules of Legal Education 2008.
[^9]:
'Assessing Data on Student Learning in Cognitive & Affective Domains'
(Study.com) https://study.com/academy/lesson/assessing-data-on-student-learning-in-cognitive-affective-domains.html
accessed 11 September 2026.
[^10]:
'Bloom's Taxonomy Overview and Levels'
[^11]:
'Understanding the Affective Domain of Learning' https://www.graduateprogram.org/blog/understanding-the-affective-domain-of-learning/
accessed 11 September 2026.
[^12]:
'Understanding Bloom's Taxonomy' https://www.scribd.com/document/723421204/Bloom-s-taxonomy-Wikipedia
accessed 11 September 2026.
[^13]: Bar Council of India Rules of Legal
Education 2008, sch III.
[^14]:
'Clinical Legal Education in India — The Four BCI Practical Papers Explained'
(Veritect) https://veritect.ai/research/students/clinical-legal-education-bci-practical-papers-india
accessed 11 September 2026. [^15]: Bar Council of India Rules of Legal
Education 2008, r 12.
[^16]: 'OSCOLA Journal Article Citations'
(Gentext) https://gentext.ai/guides/en/oscola-journal-article-citation/
accessed 11 September 2026
.
[^17]: Constitution of India 1950, arts 21, 39A
.
[^18]: State of Maharashtra v Manubhai Pragaji Vashi [1995] INSC 463,
(1995) 5 SCC 730.
[^19]:
Bar Council of India v Bonnie Foi Law College (2023) 7 SCC 756.
[^20]:
Critique of Bloom's Taxonomy' (Educator's Technology, 2025)
<https://www.educatorstechnology.com/2025/04/blooms-taxonomy.html>
accessed 11 September 2026.
[^21]:
Bar Council of India Rules of Legal Education 2008, sch III.
[^22]: State of Maharashtra v Manubhai Pragaji Vashi
[1995] INSC 463, (1995) 5 SCC 730.
[^23]: Bar Council of India v Bonnie Foi Law College
(2023) 7 SCC 756.
How to Cite This Article
V.R.KALYANI, The Role of Bloom's Taxonomy in Legal Education., White Black Legal – International Law Journal, ISSN: 2581-8503, Vol. 4, Issue 1, September 2026, pp. 463-478, DOI Link: https://www.doi-ds.org/doilink/09.2026-41499896/The Role of Blooms Taxonomy in Legal Education. Available at: https://www.whiteblacklegal.co.in/public/details/the-role-of-blooms-taxonomy-in-legal-education
Author & Publication Record
Authors: V.R.KALYANI
Registration ID: 107072 | Published Paper ID: WBL7072
Year: Sep- 2026 | Volume: 4 | Issue: 1
Approved ISSN: 2581-8503 | Country: Delhi, India
Page No.: 463-478
Full Text Preview
Open in New Tab
Copied