While affective education holds major promise, it defies a coherent integrated description at the curricular or programatic level, because so many models exist. A basic issue is how to incorporate affective education into the cognitive and psychomotor domains. The bibliography includes readers, curriculum activities, research summaries, teacher…

Affective education stresses that teachers develop and reinforce student attitudes, values, and feelings. Our formal educational system too often forgets that what is necessary for learning lies within the student, not in the teacher. Schools are among the most powerful settings for growth in affect. (CP)

Teachers, as well as students, have difficulty distinguishing between cognitive and affective responses. In order for students to learn to identify their emotions, teachers need to learn to ask the right questions and use the right vocabulary. Suggestions for teachers are given. (IS)

Interprets a range of affective evaluation practices, with a brief discussion of the strengths and limitations of each. Ideas for some new directions are also explored. (Author/JG)

This article examines and questions the objectives, materials, techniques, and teacher motivations of affective education. (BD)

The theoretical soundness of affective education and the schools' responsibility for identifying, recording, and judging affective change is defended. Teachers should receive formal affective training. Essentials of a good training program, sources for locating one, and suggestions for convincing others of the need for affective education are…

A more lasting change in smoking behavior and attitude results from a smoking intervention program that uses affective educational activities such as values clarification and discussions pertaining to feelings and emotions as they relate to cigarette smoking. (MM)

An affective education teaching model is outlined defining a continuum of affective development and the resulting range of approaches possible at present and in the future for meeting affective goals. (MB)

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…

Shows why self-concept is important in reading instruction, and why reading teachers should use effective classroom techniques to promote self-concept. (RL)

This study replicates and extends previous research on skill domains by focusing exclusively on education in the allied health professions. Barriers to the achievement of affective educational goals are identified. (CT)

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…

The aim of feelings classes is to help children learn how feelings and behaviors are related, and how they affect others and themselves. The present project studied whether a feelings class changed elementary school children's choices of potential behavioral reactions. The results indicate movements to more positive interpersonal interactings. (NG)

Medical school curricula are attempting to enhance positive attitudes toward a biopsychosocial model of illness and to correct prejudicial stereotypes toward various patient groups through affective education. To explore the evaluative attitudes of first and second year medical students in the areas of trends in predispositions toward different…

This project sought to find ways in which emotional learning could be brought to a level commensurate with intellectual learning. Confluent education refers to the concept of teaching a person through both cognitive and affective processes. Nine elements must be present in the teaching situation in order for confluent education to exist:…