This article addresses the pedagogical choices and the visceral reverberations involved in teaching porn in the university classroom. The author discusses different aims and goals for teaching pornography, as well as the some key pedagogical considerations and options involved in this, drawing on her own experiences teaching porn in Finnish gender…

Educational outcomes related to sustainability often include affective attributes such as values, attitudes and behaviours. Educators in higher education who attempt to research, monitor, assess or evaluate learning of affective attributes can face a bewildering array of methodologies and approaches and a research literature that spans several…

The author predicts that the affective movement in education will subside because the proponents of the movement have failed to develop curricula and other materials for potential practitioners outside the movement. (HD)

This cursory outline of the Human Development Program has been given as one example of Affective Curricula available for classroom use. While it is not within the scope of this paper to describe fully the mechanics of the Program, some mention is made of selection and preparation procedures. (Author)

This article presents a rationale for centering formal academic training in the affective domain. (Editors)

Providing for imaginative, aesthetic, and intuitive aspects in the curriculum is a concern not limited to arts subjects. In fact the most fruitful attempts to integrate personal values and empathy occur in humanities subjects, such as history and geography. (IS)

General instructional aims and objectives in the affective domain for students in a vocational high school are listed. (DE)

Presented are five arguments for implementing the affective objective of "develop a good attitude toward learning and teaching science" for preservice science teachers. (SL)

Discussed are the issues and activities involved in creating a curriculum aimed at helping children understand the nature of feelings, human growth and development, and the process of learning. (JB)

Nineteen subjects, assigned to three counseling groups were rated using criteria from the TEOAD. Findings suggest criteria involve dimensions beyond emotion and do not discriminate among them. (EK)

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

This article states that affective learning is important to prevent boredom and stimulate language use. Use of affective learning activities in the language classroom is outlined and a teaching technique, the open-ended sentence is described as a method that elicits responses charged with personal opinions, feelings and humor. (CHK)

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:…

Schools have been paying too much attention to intellect alone, ignoring the total development of the student as a whole. Bloom's Taxonomy of Educational Objectives in the cognitive domain categorizes knowledge into knowledge of specifics, knowledge of ways and means of dealing with specifics, and knowledge of the universals and abstractions in a…