bloom.ed framework
A humanizing lens for understanding, reviewing, and shaping curriculum
This framework grounds bloom.ed’s work in a response to how learning is often designed and delivered. Traditional systems of teaching, training, and professional development can prioritize efficiency, compliance, or standardization at the expense of care, context, and human connection.
The bloom.ed framework offers a different way of seeing. It invites us to slow down, examine how knowledge is shaped and shared, and root our practices in love, dignity, and relationship.
When curriculum, facilitation, or visioning is humanizing, something shifts. The work becomes clearer, more aligned, and easier for others to feel and trust.
How to use this framework
This framework acts as a lens through which I review, support, and refine curriculum — whether it’s a lesson, a program, a training, or team-level learning work. You can use it to:
reflect on your own curriculum decisions
see where your design aligns with your values
identify patterns that feel off or rich with promise
grounded
Anchoring learning in context, history, and multiple truths rather than abstraction alone.
This lens attends to where knowledge comes from, whose experiences are centered, and how social, cultural, and historical forces shape meaning.
cultivated
Growing learning ecosystems through shared power, co-creation, and intentional relationship.
This lens looks at how participation is invited, how dialogue is held, and whether people are positioned as contributors rather than recipients.
integrated
Weaving thinking, sensing, creativity, and embodiment into whole-person learning experiences.
This lens considers whether learning engages more than cognition alone and allows people to bring their full selves into the process.
accessible
Removing barriers so participation is possible, meaningful, and dignified for all.
This lens examines structure, language, pacing, and design choices to ensure learning is navigable without dilution or harm.
renewed
Cycling reflection into action so learning remains responsive and alive.
This lens asks how feedback, iteration, and care are built into the work over time rather than treated as afterthoughts.
transformative
Planting seeds for lasting change that extend beyond a single moment or experience.
This lens looks for alignment between values and outcomes and whether the work supports growth, agency, and sustained impact.
Together, these lenses shape how I review curriculum, design learning experiences, and support people in bringing their work into deeper alignment.
glossary
curriculum (n.)
the structure and design of how knowledge, ideas, and experiences are shared. curriculum shapes the way people learn and connect, whether through a classroom, a business, a program, or a workshop.
humanizing (adj./v.)
to restore care, dignity, and connection in places where systems often take them away. a humanizing approach sees people as whole, honors lived experience, and builds trust and authenticity.
liberatory (adj.)
working toward freedom by questioning and transforming structures that limit us. liberatory practices release what no longer serves and create space for justice, love, and possibility.
pedagogy (n.)
the art and practice of teaching. pedagogy includes methods and strategies, but also the values, relationships, and ways of being that shape how people learn and grow together.
When we break from conventional systems and root our work in love and human connection, something shifts.
Learning becomes clearer, more aligned, and more alive. This isn’t just theory—it’s what allows people to truly see and feel the value of what you offer.
When curriculum, facilitation, or vision is humanizing, it serves people with care and builds trust, resonance, and a foundation for lasting growth.