The present paper sparks a complementary argument that the development of standards movement must not be at the expense of sacrificing the achievement of behavioral objectives. Furthermore, due to the systemic and dynamic nature of standards, standards need to be revised off and on. Besides, the present writers taking a more or less relativist stance maintains that if and only if the goal of education is to change one's behavior, the behavioral objectives seem to be plausible; however, it is less than a realistic wish because classroom as a dynamic setting cannot be accomplished within the framework of feed-forward planning, where ends are classified before means are selected.