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Value Goals and Affective Goals in General Education

Among educational goals, the ones I believe are defined with the least care and precision are those focusing on values and emotions. There are several reasons for this. In the case of values, both policymakers and teachers often have no more than a murky notion of what the domain of values contains. With only a hazy mental map of the domain, they are poorly equipped to specify values as learning objectives. A second reason is that educators often disagree about which values the education system should foster. Some people strongly advocate one value, such as obedience to authority or prayer in the school, while others advocate a contrary one, such as freedom of thought and action. Therefore, to avoid wrangling over such matters, the adversaries may decide to leave the controversial issue of values out of their list of educational goals. Furthermore, not everyone agrees that teaching values is a proper responsibility of the school. There are those who believe the school's job is to teach facts, concepts, and skills, and that such things as values, character development, and personal-social adjustment are the province of the family, the church, and community agencies. The realm of affective goals has posed similar problems. The domain of the emotions is not easily delineated, so that the number and diversity of human emotions and their interrelationships are not at all well understood. This is partially because emotions, by their very nature, cannot be adequately translated into words. The terms joy, hate, pride, and fear are no more than imprecise symbols of the actual feelings that such words are supposed to convey. As a consequence, it has been difficult for educators to translate feelings into a form appropriate for stating affective goals. A second problem is that educators have not agreed upon which emotions should be promoted by the school. For example, to what extent should education be "fun"? And cannot a modest degree of anxiety or fear serve as a