ABSTRACT
The inflexible and unyielding pre-specification of intended learning outcomes is both reductive and ultimately damaging to learning. It is reductive in the sense that it condenses intentions down to what may be pre-specified, and antithetical to the processes of learning in so far as it is predominantly concerned only with narrow cognitive operations. The appearance of a 'learning moment' or 'flashpoint' offers opportunities to consolidate existing learning, to reveal fresh, exciting and unexplored aspects of a subject, but also the possibilities of losing direction, focus and control. In framing learning outcomes for a foundation philosophy module as a result of participating in the module, students might 'enjoy' using philosophical ideas and methods. As a consequence the framing of learning outcomes needs to be undertaken with some regard to the highly problematic nature of those activities which comprise learning and teaching.
