While acknowledging the importance of Bloom’s (1956) taxonomy, Fink (2003) suggests a new taxonomy that goes beyond Bloom’s cognitive hierarchical learning levels. The categories of Fink’s learning taxonomy are “relational and interactive” rather than mandated successive levels and address the following categories of learning: foundational knowledge, application, integration, human dimension, caring, and learning how to learn (Fink, 2003, p. 32). Constituent categories are interrelated as “achieving any one kind of learning simultaneously enhances the possibility of achieving the other kinds of learning as well” (Fink, 2003, p. 32). In contrast to Bloom (1956), Fink (2003) moves instruction from teacher-centered to learning-centered