This study examined some of the affective outcomes for teacher educators and student teachers resulting from the use of semantic webbing/mapping as a strategy for facilitating reflective and critical thinking skills in a kindergarten teacher education program in Hong Kong. Interviews of a random sample of participants and an analysis of their…

Proposes a model of critical thinking in science with affective (dispositions), cognitive (knowledge, basic skills, and higher order skills), and behavioral (contextualized or generalized behaviors) components. Describes the links and mutual influences between the environment and these components. Emphasizes the role of affectivity in the…

This article includes a rationale for including affective objectives in instructional goals, a discussion of literature related to the affective domain, and several learning activities that utilize outdoor education to address affective objectives. (IAH)

A checklist for the first year art teacher provides a means to set goals and select activities to improve instruction. The list addresses specific needs of the art teacher in nine areas. (JD)

Discusses Quebec's elementary school social studies program, which aims to promote the development of politically correct social attitudes and scientifically correct intellectual attitudes. Suggests that, under the cover of a developmental approach to "savoir-etre" ("knowing how to be"), the program supports a technobehaviorist…

This paper discusses research on affective dimensions of foreign language instruction for gifted students, using Krathwohl's "Taxonomy of Educational Objectives: The Affective Domain" as a framework. The paper suggests behavioral objectives and specific activities to aid foreign language instruction at five levels: receiving, responding,…

Fusion of cognitive and affective variables of the learning process through integration of the arts into foreign-language programs will require staff development and teacher training to help teachers discover and expand their roles in transmitting heritage, teaching methodology, demonstrating language concepts, and explaining cultural factors. (CB)

Argues that affect has been neglected in education and that this neglect reduces the engagement of both students and teachers in their studies. Proposes increasing the use of stories in teacher education because they can increase interest, add cultural literacy, enhance human relations, and connect studies to great existential questions. (DSK)

A look at the history of music education in American colleges and universities indicates its late development. Suggestions for enhancing the nation's musical life include viewing composition, performance, and listening as integrated processes; developing a broader focus for music specialists; and paying more attention to musical literacy in the…

The arts and humanities allow the teaching of palliative medicine to come alive by exploring what is often regarded as the most frightening outcome of the illness experience--death and dying. Palliative medicine focuses on the relief of suffering, but how can suffering be understood if the story of the patient is not told through prose, poetry,…

One of the maladies of living that seems to be of endemic proportions in Western society is affective deficit, experienced as emptiness, lack of fulfillment, dissatisfaction with obvious success, or a sense of not being complete nor even of being okay. This paper establishes a case for the importance of recognizing and developing interventions for…

Explores the pedagogy-content argument surrounding competency based teacher education. The authors argue that CBTE success or failure hinges on demonstrated competency in content manipulation and use. In turn, a reassessment of content competency is needed. (Author/JR)

Competency waivers for major physical education sport and dance classes developed by the women's physical education staff at Washington State University are discussed. (RC)

The authors describe two procedures that are used in psychological education which aim to help students identify and internalize cognitive and affective changes. The first method is the setting of weekly behavioral objectives. The second is a behavioral evaluation completed at the end of each semester by the students. (Author/SE)

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