Abstract
M.Ed. (Curriculum Studies)
The purpose of this study is to determine whether affective considerations
have a claim on inclusion in the curriculum and, if so, how
these claims may be accommodated. The target group is the adolescents
in their secondary school phase.
Current research has indicated beyond doubt that curriculum planning
can no longer be restricted to the cognitive domain. Feelings and
emotions are involved in every learning experience and hamper or enhance
cognitive development. Therefore the teacher's responsibility
should be extended to include the education of feeling and emotion as
well. The study proposes an approach based on sound educational principles
and scientifically acquired data.
The point of departure is the widely accepted principles and criteria
for curriculum design. The relatively new communicative curriculum
provides a useful framework, but it has innate weaknesses. Only if
care is taken to counter the possible effects of such weaknesses,
will the new sillabi have a chance of success.
Affective aims should, however, not oust cognitive aims. Intellectual
development is the primary goal of the school curriculum. A continuous
stream of interaction flows between the affective and the cognitive
fields. On all levels of curriculum design the approach should
be to take the development patterns of the adolescents as the vantage
points, formulate aims to accommodate affective development and only
then to choose the relevant cognitive aims.
Such an approach will hopefully lead to the achievement of a more balanced
education for the volatile adolescent.