Aims: The philosophy of Outcome-Based Education is grounded in a utilitarian perspective, equipping graduates with professional competencies. However, implementing utilitarian education leads to two debates: how utilitarian should the training be, and should educators tolerate utilitarian demeanours in learning? Methodology: We conducted a narrative review, synthesising diverse perspectives on utilitarian learners and their demeanours. “Utilitarianism in education” and “utilitarian learner” were keywords for literature searching. We then summarised findings, looked for controversies and analysed supporting strategies. Findings and Discussions: Educators distinguish two value-semantic forms of utilitarianism in education. Tactical utilitarianism focuses on learning and teaching applied sciences and emphasises the futility of foundational sciences, so it seems destructive. Strategic utilitarianism focuses on learning and teaching equally foundational and applied sciences and considers social and individual benefits, making it constructive. Philosophers distinguish two types of utilitarian learners. Act-utilitarians focus on tactical results, avoid spending time on sophisticated learning, act to get high exam grades at all prices, prioritise learning for themselves and deny working in a team. Rule-utilitarians, meanwhile, are likely to explore moral learning codes, adopt partial rules when building their utilitarian learning mode and accept working in a team but do not fully integrate into active learning. Some of our learners are sophisticates, while most are rule-utilitarians. The percentage of act-utilitarian is significant. The formation of learners’ personalities began at first contact with the society. Social influences consolidated the intrinsic psychological beliefs of the children, which determined their further personalities. Interactions between personality and extrinsic factors might affect learning demeanours. Educators should admit the existence of utilitarianism in education and react appropriately to learners’ demeanours, according to their personalities. It’d be better to provide act-utilitarians with potential personalised ways to satisfy their interests while respecting general rules. Educators should assist rule-utilitarians in self-creating a learning mode which provides the most benefits rather than criticising their behaviours. Conclusion: In vocational training, tactical utilitarianism is
References
[1]
Ali, S. S. (2023). Teachers Role in Outcome-Based Education. MediconEngineeringThemes,4, 1-4.
[2]
Au, N. L., Do, T. N. M., & Nguyen, D. P. H. (2024). Interest Divergence: The Root of Losing a Passion for Teaching and Learning. JournalofEducationandPractice,8, 40-49. https://doi.org/10.47941/jep.2384
[3]
Britannica (2024). Utilitarianism. https://www.britannica.com/topic/utilitarianism-philosophy
[4]
Carson, T. L. (2010). Act‐Utilitarianism. In LyingandDeception: Theory and Practice (pp. 89-100). Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199577415.003.0005
[5]
Cekić, N. (2018). Utilitarianism and the Idea of University: A Short Ethical Analysis. Filozofijaidrustvo,29, 73-87. https://doi.org/10.2298/fid1801073c
[6]
Deng, Y. (2023). Reversing the Trend toward Utilitarianism in Education. In D. Guo (Ed.), The Frontier of Education Reform and Development in China (pp. 1-25). Springer Nature Singapore. https://doi.org/10.1007/978-981-19-6355-1_1
[7]
Driver, J. (2022). TheHistoryofUtilitarianism. The Stanford Encyclopedia of Philosophy (Winter 2022 Edition). https://plato.stanford.edu/archives/win2022/entries/utilitarianism-history/
[8]
Elster, J. (2015). ExplainingSocialBehavior: More Nuts and Bolts for the Social Sciences (2nd ed., pp. 84-98). Cambridge University Press. https://doi.org/10.1017/cbo9781107763111
[9]
Kendra, C. (2023). The Psychology of Personality Development.How Does Personality from? https://www.verywellmind.com/personality-development-2795425
[10]
Koçak, O., Ak, N., Erdem, S. S., Sinan, M., Younis, M. Z., & Erdoğan, A. (2021). The Role of Family Influence and Academic Satisfaction on Career Decision-Making Self-Efficacy and Happiness. InternationalJournalofEnvironmentalResearchandPublicHealth,18, Article No. 5919. https://doi.org/10.3390/ijerph18115919
[11]
McInerney, M. (2014). The Threat ofFocussingon Utilitarian Education. Cambridge Education. https://www.cambridge.edu.au/education/news/2014-05-27/The-Threat-of-Focussing-on-Utilitarian-Education/
[12]
Nathanson, S. (2024). ActandRuleUtilitarianism. Internet Encyclopedia of Philosophy. https://iep.utm.edu/util-a-r/
[13]
Spady, W. G. (1994). Outcome-BasedEducation.Critical Issues and Answers. American Association of School Administrators.
[14]
Tarrant, J. (1991). Utilitarianism, Education and the Philosophy of Moral Insignificance. JournalofPhilosophyofEducation,25, 59-67. https://doi.org/10.1111/j.1467-9752.1991.tb00249.x
[15]
Ten Cate, O. (2013). Nuts and Bolts of Entrustable Professional Activities. JournalofGraduateMedicalEducation,5, 157-158. https://doi.org/10.4300/jgme-d-12-00380.1
[16]
Villar Notario, A., & Calo-Blanco, A. (2009). Education, Utilitarianism,and Equality of Opportunity. Working Papers 201051, Fundacion BBVA/BBVA Foundation. https://ideas.repec.org/p/fbb/wpaper/201051.html
[17]
Yarkova, E. N. (2016). Utilitarianism as a Philosophy of Education. TheEducationandScienceJournal,134, 11-24. https://doi.org/10.17853/1994-5639-2016-5-11-24
[18]
Ye, Y., & Zhang, Y. (2014). Analysis of Utilitarian Learning Pattern under the Background of Network Language among Teenagers. CSCCanadaCross-CulturalCommunication.10, 38-42. http://www.cscanada.net/index.php/ccc/article/viewFile/4494/5795