This-essay is a8002061.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 ========================================================== %TEACHERS' AFFECTIVE OBJECTIVES 800206 It is not generally recognized that all teachers have affective objectives which motivate their instructional behavior. The fact that the affective objectives are not consciously shared with others does not make them less powerful; and in fact, their power often is related to the covert way in which they function to direct instructors' behavior. Most instructional behavior takes place under the garb of cognitive, intellectual, rational, and logical considerations. The body that wears such garb is rarely open for view, for that would be embarrassing and expose that which loses power by exposure. One of the collusions of many instructors is that they have no affective objectives, for they do not respect affective concerns. They think (and feel) that it would be improper to have overt affective objectives with regards to what their students should learn. Affective learning is, in their feeling, a matter for exclusively personal concern. A person's feelings should not be trained by others. Teachers who feel this way teach their students to feel this way, and such students grow up to be teachers who teach their students to feel that feelings are improper foci for educational objectives. Their feelings get in the way of perceiving the logical absurdity of their feelings, so they do not think clearly. By hiding their feelings from each other they become the slaves of their feelings, and teach new generations to become enslaved to feelings which they can not admit exist. Teachers' affective objectives are often selfish objectives. Teachers often desire to receive affective affirmations as rewards for cognitive accomplishments. Cognitive rewards are not very satisfying. Affective affirmations are more satisfying than are rewards in the cognitive, intellectual, logical, or rational mode. Such satisfaction associated with these latter kinds of rewards disappear if there is no affective affirmation associated with a reward. Teachers' affective objectives are often perverted goals to achieve affective affirmation by the use of manipulative techniques. (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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