Emphasizing an holistic approach to learning and life ("put a book in your backpack"), this speech advocates Douglas Heath's maxim 'We hobble a gifted youth if his talent is not yoked to passion; we drown the passionate youth if his emotionality is not disciplined by intellectual skills.' (JC)

This study of 397 undergraduate students examined relations between self-reported control, goal orientation, future time perspective, affect, and strategic self-regulation. Five patterns were found in three canonical dimensions. The high end of bipolar Dimension 1 linked high self-regulated strategy use and study effort to high self-efficacy,…

This paper presents findings from research into students' perceptions and experiences of geography fieldwork. The study focused on Year 9 students (13-14 years) from three state secondary schools in urban northern England. Geography fieldwork, depending on its conceptualisation and implementation, has the potential to provide students with a wide…

Questioning-asking has not only long been seen as a central component of Jewish educational practice but has also been thought to be part of a broader culture of Judaism. In this article, we apply cognitive-developmental theories to advance the discussion of the use of questioning in Jewish education. Such theories allow Jewish educators to more…

Novice researchers are expected to participate through writing in the particular discourse community in which their research is located, yet if they come from other languages and other academic cultures and traditions than those of the education provider, they may experience the process of writing as the process of silencing their voices. Many…

This secondary humanities curriculum is based on four assumptions: humanities are for all students, must be interdisciplinary as well as presented through multimedia, deal with real issues affectively as well as cognitively, involve value judgements and decision making. (JH)

The case for the behavioral objectives approach to educational planning and evaluation has rested largely on a conceptual critique of nonbehavioral objectives. The argument against nonbehavioral objectives has been that when educators use such objectives, they cannot know what they are trying to achieve, and, even if they could know, they would…

The measurement of affect to support the achievement or nonachievement of affective education goals is an unresolved problem for educational institutions. The paper outlines a means for both developing an affective goal structure and identifying measurable indicators of affective behavior. To achieve this, it defines and discusses concepts related…

This paper defines "confluent education" as the integration of the affective and cognitive elements and discusses the complications of over-emphasizing either the affective or cognitive aspect to the detriment of the other. The author presents an overview of techniques in affective learning and suggests ways to integrate such techniques into…

This program, which consists of six volumes, a teaching strategies packet, and audiovisual materials, is based on a model which stresses the importance of identifying and encouraging eight thinking-feeling abilities which all children are capable of developing. The basic goals of the program are concentrated on stimulating growth in these…

Affective education programs have had an uneven impact upon children, teachers, and school systems, as have affective interventions. This paper describes an experimental intervention and two active control programs, and uses an Aptitude X Treatment Interaction analysis for reporting their impact in the affective domain. (Author)

Educators and researchers interested in comprehension need to begin considering interest, and eventually all of affect, as a legitimate aspect of measurement. (Author)

Mental health education should deal with relationships between the cognitive, affective, and behavioral domains, with the affective domain being dominant. Study indicates that audiovisual presentations provide more changes in directions indicating affective learning. (MJB)

This article summarizes the results of a survey of 100 secondary school guidance counselors on the current status of measuring student affective outcomes. (DS)

Reviews the purposes of adult education and the history of transcendentalism. Argues that the transcendent nature and needs of humankind are not addressed by adult education theory or practice. Provides implications for adult educators. (CH)