This article offers a skeletal critique of the pedagogical theory and the teaching practices arising from the work of educational innovator, Benjamin Bloom. Professor Bloom's theory and method have overtly and covertly insinuated themselves into North American educational practice over the past half-century. Their impact and influence have been felt in almost every aspect of teaching and learning, and at almost every level of education. This critique narrowly speaks to certain elements in Bloom's pedagogical paradigm. It specifically addresses the matter of learning objectives and, more particularly, the admonition to write learning objectives using "action" verbs in the construction of course outlines. This article demonstrates how even the selection of the words to be incorporated into college course outlines are connected to larger domains of ideology and the overall mode of production and distribution in contemporary society.