Describes development and implementation of a British history curriculum for students 13 to 16 years of age. Although built around examination, it also stresses the teaching of feelings, attitudes, and values. (KC)

Addresses the question of whether education of the emotions is a coherent possibility. Argues that much confusion on the topic derives from the common myth of the separate and opposed faculties of feeling and reason, often reflected in misguided curriculum practice. Finds that education of emotions is a crucially important possibility, requiring…

Examines the dichotomy between the affective and cognitive domains and the lack of support for art education in the school curriculum. Argues that, until school administrators view art as a mind building subject, it will retain marginal importance in the curriculum. Concludes that discipline-based art education will best meet the challenge. (GG)

Discusses instruction on communist systems and questions whether they should be taught as isolated groupings, given the resulting tendency to distortion. Suggests alternative integrative categories for these systems. Explores the difficulty of teaching these systems in a hostile and polemical environment and offers suggestions to compensate for…

The current age has been characterized as an Age of Materialism in which personal goals are material aims and pleasures. The need for getting back to a spiritual culture is considered foundational. It is the duty of educators to provide for the spiritual or affective domain of a learner's development. To neglect this aspect of a person's being is…

This essay began with the recognition of the lack of coherence and unity within the high school curriculum. Interdisciplinary studies were examined as an attractive alternative; however, this approach was rejected as an impractical ideal. The objectives-centered approach was described as a practical and powerful solution. (Author/KC)

This study begins with a definition of the affective domain and its importance to learning, outlining its impact both in achieving affective behaviors and in facilitating cognitive and psychomotor objectives. The study then develops a model of instructional design that incorporates the affective domain as an integral component. The model combines…

Presents a hierarchical list of principles that can be used as a guide in the construction of more successful science programs that have scientific literacy for all as a goal. Lists affective goals for science education. Discusses the role of teachers' attitudes and expectations in teaching this type of curriculum. (CW)

Processes by which teachers may identify behavioral objectives for their students and bring about changes in attitudes and values are examined. An example is presented of the general affective goals of helping students to develop positive self-concepts, appreciate the dignity and worth of others, and value democratic attitudes. It is pointed out…

The paper describes a model to aid curriculum developers as they design futures curricula. The objective is to demonstrate how curricula can be holistic in perspective and balanced in provision for student future-focused role image as well as subject matter. The model, based on symmetry (within the individual and the curriculum), has seven facets:…

Physical education teachers should determine the affective responses of students to their physical education experiences, and should use the results of such determination to integrate learning activities in the cognitive, affective and motor domains. Assessment of the affective aspects of a physical education curriculum helps teachers to plan…

Schools in Great Britain can respond to the current demands of industry, government, and technological advancement and at the same time maintain their own priorities: critical thinking, a concern for values, and access to noncommercial forms of cultural expression. Because of the economic crisis, schools are being urged to help produce a work…

This six-chapter monograph discusses the need for and the components of a holistic approach to education; that is, an education which teaches the student to function on the aesthetic and affective levels, as well as to master the behavioral objectives of traditional content area instruction. Chapter I presents a rationale for this holistic…

Teachers and curriculum developers should organize cultural materials within a conceptual framework which explains how to classify the behavior of any cultural group. This would help elementary and secondary students in social studies classes learn about their own and other cultures. This conceptual framework must represent all major realms of…