This paper presents a rationale for including aesthetic education in the traditional elementary and secondary curriculum. By teaching students to perceive images as artists do and to make images as artists do, aesthetic education fosters imaginative perception and sensitivity to a broad range of feelings. Four factors contribute to the need for…

Goals and activities of a four-week photography course which centered around a photographic trip to Boston are described in this curriculum guide. The unit, one of several developed in conjunction with Project Exploration, has the broad goals of promoting--through experiential learning in a variety of environments outside the classroom--the…

This document includes a package of behavioral objectives for use in an introductory human relations course. Nine learning modules are described, each containing objectives in the cognitive area and in the skills and applications areas. The modules cover the following affective behavior topics: (1) communication and listening skills; (2) self…

The paper presents a rationale, major concepts, and basic vocabulary related to citizenship education. The aim of the document is to aid elementary and secondary school classroom teachers as they develop and implement citizen education programs. The paper is presented in five major sections. Section I explains the purpose of the paper. Section II…

The Groups for Psychological Education program presented in this Leader's Guide was designed to encourage the development of effective interpersonal skills and self-understanding of fourth, fifth, and sixth grade children through the use of small group sessions. The first three chapters of the guide describe the program and present some of the…

The activities described in this publication are based on a language experience approach that involves primary grade children in progressions from experience to art, writing, and reading. The first and longest section presents a model lesson plan for activities in which children fantasize about being balloons and then progress to related movement,…

The paper discusses development and testing of affective goals and objectives in the social studies. Affective social studies goals deal with attitudes, feelings, emotions, and values. In part I, examples of seven affective and three non-affective social studies goals are presented. Affective objectives include development of a better attitude…

An evaluation was done of three sites (Cincinnati, Cleveland, and Springfield) participating in Ohio's Career Development Program for students in grades K-10 from 1975-1976 to (1) assess leadership characteristics of the individual programs and classroom teaching activities of the program teachers and (2) determine the amount and type of student…

The results of a 1976 study, "Measures of Institutional Goal Achievement" (MIGA), based on a survey of 1,150 faculty, administrators, and trustees at 45 American colleges and universities are presented, and implications for the work of college planners and administrators are assessed. Respondents, answering questions about goal priorities and…

During October and November of 1975, course outlines were solicited from the sixteen Florida community colleges offering an integrated humanities course. Ten colleges provided outlines, which were subsequently reviewed in terms of the textual materials used, the teaching approach employed, and stated objectives. The review showed that all of the…

The document is a collection of articles, all of which concern educational reform in general and humanistic/affective education in particular. The first article establishes a theme for the book in warning that undue stress on competencies and skills may mean losing sight of equally valid and important humanistic aims of education. A common concern…

A study was conducted to assess certain affective outcomes in two high school social studies curricula. A theory of affective growth based on Rokeach (1960) was developed and tested in a quasi-experimental pre-post design. Data were analyzed using Multiple Regression Analysis to control for pre-course responses. Sex, curriculum, a…

This exploratory module is designed to provide practice in nonverbal communication. Activities permit the student to communicate messages nonverbally and also to observe the nonverbal messages of a discussion group participant. Questions for group discussion concerning nonverbal communication are indicated. (MJM)

Teachers are continuously faced with decisions, and often there is no one correct solution or answer. Therefore it is important for the teacher to be able to examine a situation and consider many alternative solutions before making a decision. This module is designed to give the learner an opportunity to consider situations and generate…

This exploratory module is designed to familiarize the learner with the NEA (National Education Association) Code of Ethics. Teaching situations are presented enabling the learner to decide upon an action if he/she were the teacher in the situation. The learner's decision is then discussed in relation to the NEA Code. (MJM)