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The Affective Domain of Education

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Mindfulness and Learning

Part of the book series: Lifelong Learning Book Series ((LLLB,volume 17))

Abstract

The marginalised and subordinate status of the affective domain is described through parallels drawn with vocational education which suffers from similar prejudices. Following an examination of early attempts to map the affective domain by Bloom et al. (A taxonomy of educational objectives: Handbook I – The cognitive domain. New York: Longman, Green Co, 1956), a cognitive strategy and process model of curriculum is recommended as a means of incorporating a broad humanistic base for affective education suggested by Valett (Affective-humanistic education. Belmont, CA: Lear Siegler Inc, 1974), Lang (Affective education: A comparative view. London: Cassell, 1998), Egan (An imaginative approach to teaching literacy. Simon Fraser University, Burnaby, British Columbia, Canada, 2002), Weare (Developing the emotionally literate school. London: Paul Chapmen, 2004, Mental health and social and emotional learning: evidence, principles, tensions, balances. Advances in School Mental Health Promotion 3, 5–17, 2010) and others in line with the rational-cognitive perspective on emotions outlined in the previous chapter. Suggestions for teaching strategies are drawn from the philosophy for children (P4C) movement with the aim of developing what Siegel (Mindsight. Oxford: Oneworld Publciations, 2010) has called ‘mindsight’, that quality of reflective self-awareness associated with MB strategies which allows us to gain insights into our own mental activity. This capacity to bring reflective, focused attention to all aspects of teaching and learning is fundamental to genuinely purposeful education in this domain.

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Authors and Affiliations

  1. School of Arts, Media and Education, University of Bolton, Deane Road, BL3 5AB, Bolton, UK

    Terry Hyland

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  1. Terry Hyland
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Correspondence to Terry Hyland .

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Hyland, T. (2011). The Affective Domain of Education. In: Mindfulness and Learning. Lifelong Learning Book Series, vol 17. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-1911-8_7

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