Western (and Christian) education is an intellectualised, dualistic tradition which downplays the role of the body and emotions and thus the importance of practice in learning. Insights from neuroscience and James K. A. Smith's reflections on Christian college pedagogy introduce a consideration of the role of affectivity in learning, which…

Presents strategies for making instruction more emotionally sound based on the FEASP (fear, envy, anger, sympathy, pleasure) approach. Highlights include the roles of emotions in cognitive instructional design, in motivational design of instruction, in affective education, and in emotional education; and a framework for Emotional Design of…

Summarizes affective education programs and evaluations of effectiveness of these programs. Specific objectives of curricula cluster into three areas--internal-emotional, cognitive, and overt-behavioral. Results indicate that programs produce measurable outcomes in all areas, although evidence of effects is less impressive in the…

Often approaching reading with feelings of stress, anxiety, and fear, disabled readers need affective as well as cognitive training in remedial reading programs. Their intellectual objectivity, self-understanding, and rapport with teachers and classmates could be increased, and their anxiety reduced, if remedial reading specialists would…

The paper describes a program to teach high school students with emotional and behavior problems to count their feelings, thereby improving their self concept. To aid in instruction, a hierarchy was developed which involved four phases: counting tasks completed and tasks not completed, counting independent actions in class, counting perceptions of…

DUSO is an experiential approach to learning which relies on the teacher as the facilitator of human development. The need for such a model becomes apparent when an examination of schools reveals a dichotomy between what we value in education and what children experience. What is necessary then is a program based on an affective, holistic design.…

A competency based model of affective teaching is proposed for training teachers of students with Hispanic background in the southwestern United States. The GAC (generic affective competencies) model is described in terms of the adjustment needs of Hispanics in public school. Three competency clusters are outlined: creating the affective climate;…

Prosocial education consists of school experiences designed to promote prosocial behavior. This paper demonstrates that: (1) there is an absence of prosocial behaviors in educational goals; (2) educational tradition venerates rationality and objectivity associated with "masculine" thinking and denigrates emotionality and relatedness associated…

This paper describes a project undertaken to legitimize the role of affective education in the development of the "whole" child. The two major objectives of Project Self are: (1) to gain acceptance of the study of one's self as a legitimate subject matter for students and teachers so that self-study curriculum and techniques will be accepted as…

Defines and discusses the operating principles of the Explorative-Creative Way of language teaching, an approach in which the teacher encourages the students to investigate the target language and to tap the linguistic resources available to them in order to produce a maximum number of new meaningful utterances. (SED)

Reports on the outcomes of a comparative research project examining teacher and student attitudes about affective education across Europe. Defines affective education as concern for feelings, values, beliefs, attitudes, and emotional well-being of learners. Considers some of the conceptual issues in affective education as a basis for stressing…

Field independence, traditions and assertiveness of counselors and Latino students are explored to help counselors function more effectively with Latino students. Latino students can be taught to be bicognitive, biaffective, and assertive. A model is offerred to assist counselors in this effort. Six examples of counseling methods, using…

The pros and cons of whether physical educators should attempt to evaluate the affective domain of physical education is debated in five articles. Uses and abuses of the affective domain are discussed, and the question of whether affective evaluation is actually possible is debated. (JN)

Twenty elementary and secondary teachers participated in workshops designed to present the rationale and process for identifying and effectively teaching parenting skills. Selected classroom experiences are described and analyzed by the teachers, and the grade level, curriculum, school, instructor and life skill involved are given. The skills were…

The article describes the "Competency Based Curriculum" for the affective domain which is designed to teach children basic social interaction skills necessary to develop and internalize self-controlling behaviors. Instructional activities and assessment tasks are considered for several types of the 11 objectives. (CL)