This-essay is a7805101.htm which is available at the web-site www.essayz.com. See more notes at the bottom. Previous-Essay <== This-Essay ==> Following-Essay By-Months By-Years By-Words Webs of Like-&-Un-Like ESSAYS <==> Like-&-UN-Like This-One ========================================================== %AFFECTIVE EDUCATIONAL GOALS 780510 Our educational goals tend to be defined in objective terms, because our educators tend to value objectivity more than subjectivity; they know how to use objective evaluative procedures, but do not know how to join with students in mutually meaningful subjective evaluative dialogue. Our valuing of objectivity in an exclusive way thus tends to exclude affective educational values from the dynamics of the educational process. The articulation of goals which are not affirmed in the evaluative processes is an exercise in futility. Most students quickly learn to focus their attention upon ways to maximize their grade---regardless of what it does to their education to play the grade game. Since affective learning is not rewarded in the evaluative process, it tends to be ignored by students and teachers in the educational process. We need an effective way to affirm affective learning for students of integrity. Our traditional evaluative patterns tend to affirm objective learning to the exclusion of subjective/affective learning. It is difficult, if not impossible, for us to objectively affirm subjective/affective educational goals. The affirmations of affective learning goals must (almost of necessity) be affective affirmations. Affectively immature teachers cannot affectively affirm affective educational goals. This makes getting started very difficult. Such affective maturity as may be available must be used to "prime th pump" to facilitate the increase of affective maturity on the part of the next generation of educators. The best that the present generation of educators may be able to contribute, is to objectively work to provide a social context which permits affective growth---by supporting privacy, communication rights, and the rights of people to be themselves with integrity. Objective efforts may be directed to remove objective blockages of affective growth---and so indirectly facilitate affective maturity on the part of the next generation of educators. We must recognize that affective growth is exceedingly difficult, especially after non- affective role-models and coping mechanisms have come to dominate a person's life. Repentance from such non- affective values is rare. (c) 2005 by Paul A. Smith in www.essayz.com Search for Integrity and Honesty (On Being Yourself, Whole and Healthy) ==========================================================Lines beginning with a percent sign are KEYWORDS for use in ESSAY-System Searches. Their terminal digits are dates of writing in the format @yymmdd#, where @ = a means 99, @ = b means 20, and # = is a within-date essay-count. Links to date-adjacent essays are near page top & bottom.
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