Abstract: Bloom's taxonomy of educational objectives has been criticized frequently, but most of the criticism focuses on the perspective of pedagogy, rather than a holistic vision or insight. This paper attempts to offer comprehensive criticism from four aspects:taxonomy, pedagogy, psychology and epistemology. From taxonomy angle, the generation mechanism of "category" is not given, so it can only be called the "classification framework", not "taxonomy". From the aspect of education, the person who should have been developed as a whole is cut into a number of independent parts (fields), causing misunderstanding in theory and misleading in teaching practice. From psychological angle, its superficial depiction fails to touch the very nature of learners' development. From the aspect of epistemology, the epistemological basis of cognitive psychology, which serves as the direct theoretical basis of Bloom's taxonomy, is very confusing, lack of self-consciousness to explore the essence of cognition philosophically. This does not inherit the core thought of the high-level genetic epistemology, which is the root of all the above problems.

Key words: Bloom, taxonomy of educational objectives, genetic epistemology, knowledge-based view, cognitive psychology