The need for relevant objectives and sound evaluation in the social studies is discussed. (SD)

A paper presented at convention of National Council of Teachers of English (Washington, D.C., November 28, 1969) and a shortened version of the final chapter of With Respect to Readers." (Author/RD)

Argues that in addition to citizenship education, social studies should have as one of its goals the development of affective, intuitive, and creative processes in students. (RM)

Both cognitive and affective goals may be achieved through choice of instructional strategies in any particular subject area. Appropriate instructional strategies include socratic peer discussion of dilemmas, values clarification techniques, role playing, simulation and games, creative dramatics, and various classroom investigation techniques (the…

This study examined the impact of affective education on elementary school underachievers who were referred by their teachers for behavior problems or randomly selected for treatment. The experimental subjects showed a greater increase in reading skills, and were more warmhearted, emotionally stable, venturesome, and vigorous after the group…

Develops method for incorporating the intuitive and affective with intellectual and analytic components for understanding works of art. States that the premises for such a systematization include both Arnheim's claim that two basic interdependent procedures of intelligent cognition are intuition and intellect (1986); and Harry Broudy's (1972)…

Considers the role of the humanities in the study and practice of educational administration, offering significant insights into the human condition and the philosophical and moral aspects of education. Discusses the limitations of the subject-object dualism underpinning traditional social science. Explains how Slipperjack's "Honor the Sun,"…

Successful immersion and content-based foreign-language programs always focus on subject matter rather than on grammatical and lexical elements of language. Art is only one of several kinds of intelligence and subject areas that can increase the potential for success among students with varying ability levels. (CB)

The move towards applying outcome-based education in teaching and learning at tertiary education level has become an important topic in Malaysia. Apart from the three learning domains; namely, cognitive, psychomotor and affective, the Ministry of Higher Education has determined eight learning outcomes which are important in providing wholesome…

Teaching in the affective domain, or "domain of emotional response," challenges teachers to focus objectives on their students' attitudes and feelings (Woolfolk 2003). Affective domain teaching occurs simultaneously with teaching in the cognitive domain, never in lieu of it. In this essay, the acronym CRIER (complaining, responding, initiating,…

Published materials on the teaching of psychology and related behavioral sciences at the secondary level in the United States for the period from 1970 to 1981 are listed and described. Reference sources which were searched included: Psychological Abstracts, Education Index, Dissertation Abstracts International, Current Index to Journals in…

General instructional aims and objectives in the affective domain for students in a vocational high school are listed. (DE)

In producing and comprehending messages, a communicator relies on a "message design logic" embodying an individual's knowledge about how to relate message forms and functions. According to this model, there are three different message design logics: (1) expressive, in which self-expression is the chief function, and affective and…