Creativity cannot be foretold and students often develop their insight in ways that cannot be communicated to a predetermined formula. Instead of guiding, the ethos of learning outcomes encourages the imparting of information. Instead of a collaborative engagement, it favours a one-way dynamic rather than a dialogue. And what happens to those of us who are devoted to a Socratic orientation to teaching and believe that dialogue is not only a pleasant sounding cliche but is indispensable for gaining clarity and understanding? Since a dialogue cannot be a dialogue if its result is known in advance, the very notion of a learning outcome negates its spirit. This is not simply a minor defect of utilitarian pedagogy. Academics are not primary school teachers; they do not simply teach to impart information but because they, too, need the stimulation of questioning minds to flourish in their endeavour.