Berlach, R. G. (2004). Outcomes-Based Education and the Death of Knowledge. Australian Association for Research in Education.
In a far off time, in the confederacy of Oz, teaching and learning coexisted in an artistically symbiotic relationship. Then the experts came along. No, not experts in educational theory, but experts in the art of Isms – scientific rationalism, reductionism, Fordism, Taylorism, sophism, postmodernism and above all, obscurantism. They took their Isms and applied them to the art of education, and lo and behold, outcomes-based education was born. The Ismistic parents cooed and gloated over their cleverly conceived offspring. In fact, the Ismites within one state of the confederacy hailed this birth as a watershed in education, a paradigm shift, and the dawning of a brave new era. “Let us devise a Curriculum Framework” they shouted with glee. The teachers, however, hung their heads in despondency, knowing that a dark beast of mammoth proportions and with great deceptive power had been created.
Published in Full, OBE, Western Australia