The mission of "Communication Education" is to publish the best research on communication and learning. Researchers study the communication-learning interface in many ways, but a common approach is to explore how instructor and student communication can lead to better learning outcomes. Although scholars have long classified learning into three domains--cognitive, affective, and behavioral--it is not often that behavioral learning is investigated in instructional communication research. Thus, the focus of most of the research in instructional communication is on cognitive and affective learning. This forum explores the study of affective learning by addressing two critical questions that define the field's exploration of the topic: (1) What is affective learning?; and (2) How should we measure affective learning in instructional communication research? This forum initiates conversation on this topic. The essay presented is one of seven in this forum on the topic of affective learning. With the increasing interest in how emotions and learning are interrelated and the volumes of new research being generated from the fields of affective science and cognitive neuroscience, it is time for instructional communication researchers to again revisit the construct and measurement of affective learning. After reading and reflecting on the essays that are a part of this special forum on affective learning, the author was reminded of how important the work of Benjamin Bloom, David Krathwohl, and Bertram Masia has been on how to think about, study, and measure affective learning. In response to these essays, the author would like to raise an issue that was largely missing from the discussion, and which needs to be part of this conversation--whether people have become too dependent on this body of work as the foundation for this particular construct in the 21st century. Learning, whether cognitive, behavioral, or affective, begins as a function of cognition and brain processing. The author would encourage researchers interested in refining the conceptualization and operationalization of affective learning to complement Bloom and his colleagues work with new theory and research from the field of cognitive neuroscience. [For the other essays in this forum: (1) FORUM: Affective Learning. Affective Learning: Evolving from Values and Planned Behaviors to Internalization and Pervasive Behavioral Change, see EJ1083005; (2) FORUM: Affective Learning. Pursuing and Measuring Affective Learning Objectives, see EJ1083008; (3) FORUM: Affective Learning. Reclaiming Affective Learning, see EJ1083012; (4) FORUM: Affective Learning. The Instructional Communication Affective Learning Paradox, see EJ1082997; (5) FORUM: Affective Learning. Students' Affective Learning as Affective Experience: Significance, Reconceptualization, and Future Directions, see EJ1083014; and (6) FORUM: Affective Learning. Reconsidering the Conceptualization and Operationalization of Affective Learning, see EJ1083010.]