ABSTRACT
Within the last few years a rather intense debate has developed in the field of curriculum and instruction regarding the merits of stating instructional objectives in terms of measurable learner behaviours. Because I am thoroughly committed, both rationally and viscerally, to the proposition that instructional goals should be stated behaviourally, I view this debate with some ambivalence. It is, however, probably desirable to have a dialogue of this sort among specialists in our field. We test the respective worth of opposing positions.
