Curriculum Significance of the Affective Domain.

Autor/in	Alpen, Morton
Titel	Curriculum Significance of the Affective Domain.
Quelle	(1973), (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Affective Objectives; Curriculum Development; Curriculum Evaluation; Curriculum Research; Educational Change; Educational Objectives; Educational Philosophy; Educational Trends; Humanization; Learning Theories; Training Objectives + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Evaluation; Curriculumevaluation; Rahmenplan; Evaluierung; Research; Curriculumreform; Forschung; Bildungsreform; Educational objective; Bildungsziel; Erziehungsziel; Bildungsphilosophie; Erziehungsphilosophie; Bildungsentwicklung; Humanisierung; Learning theory; Lerntheorie; Training objectiv; Ausbildungsziel; Trainingsziel
Abstract	In this paper the affective domain entails provision for the growth of attitudes and behaviors that deal with feelings, emotions, values, and in general the personal concerns of students. Its place in curriculum can emerge from an exploration of the following questions: To what extent can we identify and describe a distinct affective curriculum? Should it be encouraged and disseminated? Can it succeed as an established movement? Interviews with three educators, a university staff member, a director of an alternative school, and an elementary school curriculum specialist, all advocating and working within an affective approach in education, were the means for discovering the actual role of affective education in curriculum. The interviewees responded to inquiries about the sources in literature for their programs, their goals for students, their view of affect as an end or as a means in curriculum, the state of being of their curriculum, their preparation of teachers, and evaluation or observations of their programs. With the exception of the curriculum specialist, who had well thought-out-curriculum materials, the interviewees had little to contribute toward defining the role of the affective domain in curriculum, casting doubt on the success of the affective movement. (JH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01