The affective side of student development has become a special concern
of schools. We have long acknowledged the role of the home and the ch
urch in the formation of basic dispositions, but their influence has w
aned because of social changes. The media have an undeniable claim on
the amount and type of information given to students; technology has m
odified and continues to modify the way knowledge is acquired. In some
measure, the affective domain deals with those skills and abilities t
hat help students make sense of the world and its often conflicting in
formation. Perhaps in the past the schools assumed that children alrea
dy possessed desirable behaviors; this project seems th show than assu
mption to be unsafe. It says we can identify these abilities, teach th
em, and observe their development, This project shows the worth of att
ending to affective learning.