I've been racking my brain about this concept of objectives in the affective domain. No wonder the section in the text is so short, there's just not much to say about it I guess. Yet, I find myself trying to imagine how you could legitimately state a behavioral objective that would reveal learning in the affective domain. So, if I say that students will "choose" a certain piece of art over others, does that reveal to me that they've learned to "appreciate" what good art is? I've seen alot of different kinds of art, and I gotta tell you, what some people call famous, I call slop.
In light of all this, how in the world can you make a concrete statement such as a behavioral objective that works in the affective domain? Now, I think that a good example of learning in an affective domain is when someone who hears a sermon at church begins to live a better life. I'd say that the preacher (whether realizing it or not) was instructing in the affective domain, and the "learner" achieved the objective. However, when I attempt to port this over to a classroom situation, I keep catching myself focusing on aspects of the cognitive domain. For example, if my objective is for the learners to be better conservationists, I catch myself focus too much on environmental science concepts. Anyway, just documenting some thoughts as I'm thinking through this...
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1 comment:
That's what the blogs are for . . .
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