after my post about small and SMART goals on garfield’s blog, i got inspired to write another one at brainblogger about the pitfalls and benefits of goal setting, this time taking a bit more of an academic slant. larry ferlazzo took up that post and talked about goal setting in the classroom. it made me think about learning goals. i won’t get much into this right now but i found it interesting that when i was googling around a bit about the topic, pretty much everything i saw were not really learner-directed goals. they were either goals clearly set by the teachers, or contracts that were not really contracts, i.e. they don’t meet the criterion of containing mutual promises. a lot of learning contracts (and contracts in counselling, too, by the way) are of the mafia sort: if you don’t pay up, we’ll break your leg. fortunately, there is usually little leg-breaking involved in learning or counselling contracts but they tend to be one-sided. the promises by one party (e.g. the learner) are numerous and clearly laid out, and often there are no promises made by the other party, or they are not specified.