I wonder if a (partial) solution might be to shift our objectives to be less granular and more focused on the fluid application of knowledge. IOW, could we foreground objectives that emphasize critical thinking about and reflection on the content itself? An example: "Learners will be able to evaluate situations involving X, Y, and Z and select one of multiple possible solutions." On the one hand, this sort of objective does what Will Thalheimer might call "subtly nudging action" on the part of both learners and other stakeholders (i.e., they start recognizing the value of critical thought and reflecting through problems to find solutions). On the other hand, it pushes us to rethink our designs (i.e., rather than questions or quizzes or scenarios with clear answers, we present representative situations with multiple possible resolutions and encourage learners to recognize the different possibilities, problems, and benefits those resolutions entail).