The author presents and explains a classification scheme intended to define learning behavior in terms of cognitive principles, affective principles, transformational principles, and heuristic principles. (LS)

The affective domain, central to the learning process, cannot be ignored, regardless of difficulties involved in behavioral objective preparation and evaluation. A chart (available by mail) has been prepared to assist in the preparation and measurement of student behavior at levels of the affective doman defined by Krathwohl, et al. (DTT)

The predominant emphasis in American education upon the cognate realm, to the virtual exclusion of affective learning, is discussed in the context of the middle school movement. Nine characteristics of the middle school program that more nearly create a balance between the cognitive and affective elements in learning are cited and translated into…

A review is presented of the research on the use of cooperative, competitive and individualistic goal structures on learning processes and outcomes. (Author)

The affective domain in education, with particular reference to goals and objectives, is described. Following a brief discussion of the affective, cognitive, and psychomotor domains, the report focuses on non-cognitive goals and objectives. The report proper contains four sections: (1) an overview of general goals and objectives found in the…

Presented is a study to investigate the usefulness of autobiographies of scholars, artists and scientists as instructional resources for general education objectives. A theoretical discussion in which a rationale for the usefulness of autobiographical materials in general education was developed. This led to the formulation of a Schema of General…

Discusses potentials of situated learning in response to criticism of a previous article. Topics addressed include educational technology; education and political issues, including educational goals and literacy; learning theories; visuality and other modes of knowledge acquisition; cognitive, affective, and psychomotor domains of learning; and…

This study, fourth in a series examining factors related to involvement in academic tasks, considers the ways in which cognitive, affective, and motivational variables associated with involvement change over various phases of completing an actual academic task (studying for a final examination). The phases of studying were: (1) just about to begin…

This paper examines and summarizes the "Pierce-Gray Classification Model for the Cognitive, Affective, and Psychomotor Domains," a model developed for the classification of educational objectives. The classification system was developed to provide a framework that teachers could use as a guide when developing specific instructional objectives for…

The basic proposition of this study is that five dimensions of educational quality can serve as significant goals, that educational objectives emerging from the goals can be identified, that by improving and delivering school services and processes of quality we can elevate levels of student achievement and significantly advance students toward…

Directed at the inquiring practitioner, this paper defines the Outward Bound (OB) process; presents a summarial schema of that process; and provides examples of process application. The OB process definition encompasses the following: the learner must demonstrate motivational readiness (appropriate manifestations of willingness and ability to…

A review of the college foreign language requirement and the general status of language instruction in the curriculum leads to suggestions for curricular reform at all educational levels. The malaise of the college student is explored and a call is made for reexamination of the rationale and content of language programs. A two-stage curriculum is…

Analyzes the failure of three approaches currently used to explain educational under-achievement by working class children. Recommends study of distinctions between educational content and process, material and cultural insulation, and teacher-student-parent interactions. Strategy suggested is small group instruction emphasizing affective learning…

This publication contains selected articles reprinted from 1969-70 issues of The National Elementary Principal devoted to the theme that the school as an institution must operate on and reflect humanistic values. Content includes analysis of the crucial problems of dehumanizing aspects of schools, discussion of educational philosophy, exploration…

Growing interest in teaching philosophy in elementary and secondary school prompted a 1975 national survey to determine the present status of philosophy as a component in the curriculum. Possible contributions of philosophy to students' personal growth and critical thinking skills are explored. The first section of the paper presents the following…