Facts are useful but not always the end goal; in Bloom's taxonomy, this is the first/base kind of understanding. Sometimes we can ask questions and elicit the g

Facts are useful but not always the end goal; in Bloom's taxonomy, this is the first/base kind of understanding. Sometimes we can ask questions and elicit the gathering of facts, but not always. Once the information has been gathered, we can use the socratic method to aid in each of the other five types (comprehension, application, analysis, synthesis, and evaluation). So you're right, sometimes you can't teach the facts. But you can definitely teach anything derived from empiric data... how was it derived in the first place? I think you can provide the data (in class experiments, a trip to the library, real research papers, etc), and then elicit discussion about what it means.