ERIC Number: ED054053
Record Type: RIE
Publication Date: 1971-May
Reference Count: 0
Affectivity, Classroom Climate, and Teaching.
Brown, George I.
This paper defines "confluent education" as the integration of the affective and cognitive elements and discusses the complications of over-emphasizing either the affective or cognitive aspect to the detriment of the other. The author presents an overview of techniques in affective learning and suggests ways to integrate such techniques into conventional classroom practice and content. He suggests two general questions for teachers to ask themselves: 1) What possible relevance does this content or material have to the present lives of my students? 2) How do my students feel about this content or material? He cites several programs that are working to emphasize the affective element. These include the Affective Education Project in the Philadelphia public schools and a program called Development and Research in Confluent Education (DRICE) at the University of California at Santa Barbara. Finally, the author suggests the creation of a national clearinghouse for information on introducing affective learning experiences into teaching. (RT)
Descriptors: Affective Behavior, Affective Objectives, Classroom Techniques, Relevance (Education), Teaching Methods
AFT Order Dept., 1012-14th St., N.W., Washington, D.C. 20005 (EMS #6; $0.50)
Publication Type: N/A
Education Level: N/A
Authoring Institution: American Federation of Teachers, Washington, DC.
Note: Educational Monograph Series No. 6