Bloom's insistence on using verbs and Anderson and Karthwohl's juxtaposition with nouns creates an academic apartheid, where there is only black and white with no grey when addressing the parts of speech used to define Higher Order Thinking. This paper embraces the grey and by draining the conceptual swamp surrounding traditional perceptions of Higher Order Thinking, creates fertile new ground which in turn feeds emergent notions, and allows pioneering characterisation of Higher Order Thinking to propagate.
Keywords: Signature pedagogy / Constructive alignment / Higher Order Thinking / Blooms taxonomy / Simulation / Reflection.