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%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)
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