Benjamin S. Bloom began his life in Pennsylvania and lived on this earth for nearly 92 years. But his research and theories have touched many across the United States. He had an eagerness about his teachings, and from the voice of one of his students he was very dedicated to his research as he was to his own learning. He was very methodical when it came to methodology and thought; but from the view from his office door he was anything but organized. But from his many accomplishments, such as, his most notable, the investigation into the cognitive thought process and the creation of his hierarchy of thought; organizational skills were not an issue.
He believed that the educationalist best served students by realizing that prior knowledge helped students achieve their best when applied to classroom lessons.
Bloom believed so strongly that environmental influences had a compelling connection to ones learning, so he spearheaded the Head Start program in the U.S. Furthermore he was also one of the early education pioneers to feel that the process of learning far outweighs the end product. In addition he was not a strong supporter of only relying on test scores; he felt there was more than meets the eye.
Many of Blooms ideas seem to still be lingering today. Some have expanded some have stayed constant. As an early scholar in the development of education and students learning, Benjamin Bloom will be remembered.
His willingness to devote the time in a graduate class to the actual production of an
event in order to increase the meaningfulness of the idea of probability was emblematic of what always seemed to me to be a kind of hard-nosed progressivism that characterized his orientation to education and especially to the assessment of the educational consequences he thought important.