Outcomes-Based Education A Subjectivist Critique

There are growing concerns among educators that the traditional teaching and learning method which is teacher-centered and places an emphasis on students’ inputs cannot adequately reflect what students actually learn. Outcomes-Based Education (OBE), with an attempt to measure the effectiveness of le...

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Bibliographic Details
Published inInternational journal of educational reform Vol. 25; no. 3; pp. 319 - 333
Main Author Yu, Fu-Lai Tony
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.07.2016
Sage Publications, Inc
Subjects
Analysis
Educational aspects
Educational reform
Phenomenology
Subjectivity
subjectivist method
Verstehen
Alfred Schutz's phenomenology
outcomes-based education
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Summary:There are growing concerns among educators that the traditional teaching and learning method which is teacher-centered and places an emphasis on students’ inputs cannot adequately reflect what students actually learn. Outcomes-Based Education (OBE), with an attempt to measure the effectiveness of learning outcomes, has emerged as a response to the weaknesses of traditional teaching method. Since then, OBE has been adopted worldwide. Admittedly, OBE represents a significant advance in education reform. However, this paper argues that OBE should not be taken too far. Room should be made for non-measureable learning outcomes. This paper provides a subjectivist critique and identifies the limitations of OBE. Unlike positivist approach in OBE, this paper proposes “subjective understanding” as an alternative teaching and learning method. This subjectivist approach sheds new light on specific teaching and learning methods, such as assessment method, apprentice system, and school life. This paper concludes that educators should not neglect non-observable elements which can be tackled by the subjectivist approach.
ISSN:1056-7879
2631-9675
DOI:10.1177/105678791602500306