An instructor and two participants at a one-week intensive workshop in a camp situation affirm its value. This type of workshop or course can provide the affective aspects and the cognitive skills needed for effective outdoor leadership in educational programs or recreational activities. (CM)

A 1978 Maine survey revealed, among other findings, that teachers and administrators want to achieve similar goals and want students to acquire more than mere knowledge or skills. (JM)

A collaborative format between school and agency for the production of videotape records is described. Specific examples for involving the learner, both affectively and cognitively, through videotaped records are presented and the use of videotape playback in the treatment process is considered. (Author/LBH)

Examines the dichotomy between the affective and cognitive domains and the lack of support for art education in the school curriculum. Argues that, until school administrators view art as a mind building subject, it will retain marginal importance in the curriculum. Concludes that discipline-based art education will best meet the challenge. (GG)

Discusses instruction on communist systems and questions whether they should be taught as isolated groupings, given the resulting tendency to distortion. Suggests alternative integrative categories for these systems. Explores the difficulty of teaching these systems in a hostile and polemical environment and offers suggestions to compensate for…

Based on the premise that the implementation of a humanistic approach to instruction is a considerably problematic and controversial enterprise, caution is advised against extravagant claims about how people learn best. A realistic and appropriate attitude is suggested concerning the role of the adult education teacher of…

This account of teaching regular and gifted students is based on a university education professor's return to the classroom. Discussion covers: the value of teaching without textbooks, compacting the curriculum to allow students to pursue their talents, and combining affective and cognitive content within the curriculum to promote student growth.…

Proposes a teaching model to teach mathematics represented as a triad of three components: (1) management of learning; (2) mathematical challenge; and (3) sensitivity to students. Describes the three components and relates them to a constructivist perspective of learning. (MDH)

Examines relationships between implementation of select affective middle school program elements and criterion-based student achievement in math, reading, and writing. Finds strong relationships among the achievement measures used and between school articulation strategies and the achievement measures. Suggests some affective program elements…

What is striking about the Goals 2000 initiative is its virtual omission of the student, except as passive receptacle. To claim that students will learn more with heightened expectations is misleading. For content to take root, it must connect with students' internal "prepared structures" and become a "comfortable friend." In…

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…

Describes the development of educational computer software called scenario software that was designed to incorporate advances in cognitive, affective, and physiological research. Instructional methods are outlined; the need to change from didactic methods to discovery learning is explained; and scenario software design features are discussed. (24…

Discusses how learners affective domain should be incorporated into development of a second and foreign language curriculum. Addresses theoretical perspectives on the application of affective characteristics into curricular design for second and foreign language teaching and undertakes practical considerations for using this approach. (Author/VWL)

Examines the current status of using the Internet in scholarly research in the field of education. Highlights include learning theory, including cognitive abilities, affective preferences, and learning styles and instruction; access to information; active learning; affordability; collaborative learning; shortcomings of Internet technology use; and…

This booklet contains materials designed to help teachers and students identify and celebrate affective learning as it is expressed in behavior. First, a brief user's guide explains how teachers and students can use the "Celebration of Learning" materials. Next, five areas of affective learning are listed, with general and specific examples of…