‘Learning outcome’ is the new mantra in contemporary higher education reforms in Europe. Images of measurable learning outcomes which provide students with clear indications of what knowledge and skills will qualify them for degree awards represent the new formula. Such an instrumental view of education contrasts to Humboldt’s ideals of seeing intellectual institutions as having a call to “devote themselves to the elaboration of the uncontrived substance of intellectual and moral culture, growing from a uncontrived inner necessity”. In light of these contesting views on the purpose of higher education I will discuss the new curriculum and learning regime in higher education with a particular interest in teacher education (primary and secondary education). In contrast to traditional liberal educational programmes within the university context, teacher education is a professional programme emphasising academic as well as personal development. The central question addressed is whether the ongoing curriculum reform in teacher education in Norway contributes to the creation of an educational journey for students which fosters professional responsibility. It will be argued that to balance the predictable and the non-predictable through the art of deliberation is crucial in order to educate students to become responsible teachers in their future lives as professionals.