The author discusses the importance of affective objectives in the educational process, and the difficulties in formulating, providing activities in, and evaluating the attainment of these objectives. A distinction is drawn between explicit objectives (those that should be revealed to the student) and implicit objectives (those that are teacher-centered). Techniques for writing affective behavioral objectives are discussed. Methods for encouraging positive attitudes through knowledge activities and learning activities are examined for implicit objectives. Enabling objective (generally explicit) and terminal objective (generally implicit) criteria are discussed, and various difficulties in assessing their attainment are studied. (MJB)