A balanced reading program must--in addition to providing for children's reading skill needs--include a well-planned "affective component" which provides for the development of their interests, attitudes, and personal values in relation to reading for information and enjoyment. (Author)

This discussion of home economics as a discipline which should focus on its affective foundations, covers the following areas: Affective context of home economics education, the adequacy of the home economics value complex for coping with environmental problems, and toward an acceptable environmental ethic. (SH)

Measuring and evaluating affective objectives is often a difficult task for the physical educator. This article offers physical education teachers a guide for developing and evaluating appropriate affective behavioral objectives. (DF)

In this article the Human Development Program, or Magic Circle as it is often called, is described. Its contributions in promoting awareness and self confidence of both elementary school students and their teachers are cited. Comments are made on implementing a teacher training program in Magic Circle techniques. (EK)

Considered conceptual learning in music education and its meaning for students. (RK)

Author believes that "every instructional sequence should have as its number one objective the intent to send the student away with approach tendencies toward the subject matter equal to or greater than those with which he arrived." (Author)

Criticizes educational "bandwagon" movements developed by "barbarians" who exploit and manipulate students while rejecting the learning principles characteristic of humanistic education. (RL)

Techniques are presented which explore a single dimension of the subject under consideration as no technique, in and of itself, provides for a comprehensive analysis of the constitution. Approaches are presented which can be most effectively utilized by the teacher. (JB)

Described is an experiment in dealing with prejudice and discrimination that worked with children in a California Indian reservation school. (JB)

Studied relationships between behavioral performances in cognitive and affective domains for 28 high school biology classes with instruction at three different levels. Analyses of students' test scores illustrated the presence of a possible inverse relationship between the cognitive and affective development. (CC)

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)

Discusses various alternatives appearing in instructional system, personal philosophy, educational theory, and learning process; indicates the importance of understanding students' perception as well as teachers' own beliefs in curriculum designing. (CC)

The subject indicated by the title is pursued in relation to: goals of the social studies; skills, abilities, and affective development; syllabus and subject matter; the concept approach; and values. An appendix discusses pertinent resources. (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)