What is Affective Learning?

Affective learning reaches the emotional

and belief system aspects of those who
facilitate and participate in it. As an area of
study, affective learning has been defined
both by the types of educational objectives
sought in planning educational
experiences, and through conceptual
models portraying the range of impact
possible.
Practitioners attempt to reach the affective domain when they write
“objectives which emphasize a feeling tone, an emotion, or a degree of
acceptance or rejection….expressed as interests, attitudes,
appreciations, values, and emotional sets or biases” (Krathwohl, et al,
1964, p. 7). These types of objectives are typically oriented toward
participants’ feelings, and they are often difficult to measure in
quantifiable terms. However, many adult educators seem to possess an
intuitive sense that these types of results are important; we simply want
our students to ‘appreciate’ what they are learning, or to ‘feel good’
about themselves while in our classrooms. In fact, adult educators know
through their own empirical practice that learning occurs more often,
and to a greater degree, when participants are involved emotionally,
and research in neuro-biology supports this connection (Davidson &
Cacioppo 1992; Levy 1983). Without the emotive stimuli in the affective
dimension, learners become bored, and may abdicate from sustained
learning endeavors.
Recognizing that a definition based solely on non-measurable
educational objectives resulted in a “meaningless” contribution to the
field of adult learning, theorists have expanded the consideration of
affective learning to include conceptual models of this approach. One of
the first of these models is found in Krathwohl, et al (1964). This model
proposes a complex, multi-dimensional continuum which works its way
from a simple awareness of a value to a highly integrated internalization
of value systems, or, in Kelman’s (1958) terms, from compliance to
identification and internalization. Next to this general continuum, the
model proposes a complimentary range of participants’ emotional
involvement, progressing from neutrality through mild emotion to
strong emotion. Finally, as the continuum climbs to higher levels, the
participant transitions from lack of consciousness of the value, to
conscious awareness, to an unconscious incorporation into one’s life
and actions. Adult educators see this model in action when, during their
teaching, they see the ‘light bulb’ illuminate over their previously
apathetic learner’s head. When that occurs, he/she has moved a step
further along the affective learning continuum.
Conditions Required for Affective Learning
Mezirow’s (1990a) nod to the affective dimension of learning is found in
his description of the ideal learning conditions. They are (a) an
environment that promotes a sense of safety, openness, and trust (b)
instructional methods that support a learner-centered approach, and (c)
activities that encourage the exploration of alternative personal
perspectives, problem-posing, and critical reflection. Other empirical
studies (Taylor, 1998) further describe this environment from the
educator’s perspective: (a) adult educators need to be trusting,
empathetic, caring, authentic, sincere, and demonstrate a high degree
of integrity; (b) an emphasis is placed on personal self-disclosure; (c) it is
critical to discuss and work through emotions and feelings prior to
engaging in critical reflection; (d) the importance of feedback and self-
assessment; (e) solitude; and (f) self-dialogue
Morgan (1987), Coffman (1989), and Sveinunggaard
(1993) found that critical reflection can begin only
once emotions have been validated and worked
through. Feelings can also be the trigger for reflection
(Gehrels 1984). Neuman (1996) found that
transformative learning…in [a] more holistic critically
reflective learning episodes, inclusive of affective and
experiential elements, ‘participants developed
significant capacity both to achieve a higher level of
self-understanding and greater self-direction’ (p. 435)
….Shurina-Egan (1985) found…that a ‘more complex
learning occurred when an affective change occurred
(p. 216)’ (Taylor 1998, p
In other words, many factors are critical in both the environment and the educator’s
approach and character.
Jacob’s research (1957) revealed that “affective behaviors develop when appropriate learning
experiences are provided for students” (p. 20). Krathwohl, Bloom, and Masia found that
affective learning requires significant time, energy, and commitment (p. 79) and a learner-
centered teaching style. They suggest that as a learner “loops” (p. 80) their way toward the
more complex internalization levels, real growth in affective terms is measured in years, not
semesters. It requires a longitudinal approach. Malcolm Knowles’ andragogical model (1984)
defines the teacher-learner and environmental factors that help promote affective learning.
Learners must be invested and self-directed; and the teacher-learner interaction is
qualitatively different than a pedagogical model where the teacher imparts knowledge,
usually in lecture format, and the learner registers the information with thinking critically of
the material. Freire refers to this style of teaching as “banking,” and believes it is unhelpful as
a teaching method. A participatory, interactive style of teaching is central to learning in the
affective domain. Cranton (1996) says, “There must be a democratic environment in which
people respect and listen to each other. The educator is to be an equal participant in the
shared inquiry, yet also responsible for facilitating and maintaining the process” (p. 28).
Effective teaching practices include fostering group ownership, providing intense shared
experiential activities, capitalizing on the interrelationship of critical reflection and affective
learning, developing an awareness of personal and social contextual influences, and
promoting value-laden content.
Wlodkowski (1985) dissected the affective responses of adult in the
learning environment into four areas. First emotions influenced by the
mood of the learner, second the influence of the instructor, third, the
reactions influenced by the learning process and materials, and fourth,
the learner’s emotional response to the learning group. The instructor
must lay a foundation of trust, openness, and sharing in the classroom.
Wlodkowski (1985) points to the importance of setting an emotional
climate conducive to social relationships as a strategy to increase
learning. “Feeling friendship in a group with the opportunity to share
emotions and experiences is extremely nurturing and beneficial to
people’s psychological health” (p. 182). Negative emotion, particularly
of threat, fear, powerlessness, rejection, and incompetence “violate all
the principles of adragogy” (p. 182) and can disrupt motivation for
long-term learning. However, “without the willingness of human
beings to endure pain and painful emotions, the world would not know
its greatest accomplishments…therefore, the goal of instructors is not
to make learning painless but to make learning worthy of the
discomfort it may require” (p. 183).
Methodologies educators draw upon in order to
successfully foster affective change and learning encourage
actively the expression of emotion, and allow time for
reaction to emotional topics. This can promote a clearer
understanding, relieve tension, and allow for closure
(Wlodkowski 1985). Help learners experience cognitive
concepts on the physical and emotional level. This holistic
approach means the facilitator should try and engage the
senses in what is otherwise an abstract idea. For instance
imagery is a powerful medium that engages the senses.
Whenever appropriate draw the learning experience into
the learner’s daily life, concerns, and values. Emphasize
application individually and as a group (Wlodkowski, 1985).
While many adult educators might readily agree with these
descriptions of the ideal learning environment, putting it
into practice is often more a challenge of environmental
logistics and organizational practice than one of belief in its
importance. How many times each day do corporate
trainers face the battle of providing meaningful experiences
for employees despite the stark reality of sparse resources
and a negative organizational climate? The conclusions from
Taylor’s (1998) research seem to guide us to look within
ourselves first, making certain that we display the qualities
necessary for facilitating affective learning, and worry about
the resources later.
One important means of performing this personal examination is to ask
ourselves if we consciously and intentionally think of our participants’
complete systems of learning, including emotions and values, and act
accordingly with responsibility. The Group for Collaborative Inquiry
(1994) simplified the criteria for affective learning and the perspective
required by the adult educator by reformulating the definition of the
transformative learning process to include the whole person in learning.
By this they mean an “awareness and use of all the functions we have
available for knowing, including our cognitive, affective, somatic,
intuitive, and spiritual dimensions” (p. 171, quoted in Taylor p. 36).
There are processes and techniques for facilitating affective learning as
mentioned above, but the most important factor appears to be a change
in the adult educator’s perspective. This is good news for the corporate
trainer: changing perspective requires no additional resources or change
in organizational climate; it just requires reflecting on our experiences
and opening ourselves to the changes that follow in our own belief
systems about our participants
FIVE LEVELS OF
LEARNING
Level 1 – Cognitive Understanding
At this introductory level, we seek answers to how and why
certain behaviors or ideas are essential to excellence. We
may research the topic, talk with experts, or seek someone
who has the knowledge we need to strive for excellence. In
the beginning, we don’t necessarily know what works, or
why, so we strive for understanding. Once we gain those
answers we are knowledgeable, but still far from proficient,
much less an expert to any degree. Interestingly, many
people are content to just know what it takes, and they
choose not to endeavor to embody these lessons, personally.
Perhaps that is because it takes effort, requires failure (and,
therefore, humility) to move forward. Or maybe we had an
interest, but do not have the passion it takes to continue to
the next level of learning.
Level 2 – Basic Competence
During this phase, we move beyond understanding and into action. We
begin to learn the skills and apply the knowledge we’ve learned. To do
so, you must make attempts, make mistakes, and make adjustments to
your efforts before you begin to make strides toward competence. In
any sport, discipline, or skill set – be it sales, sailing or any salient
undertaking – you reach an initial point, if you will persist long enough,
where your efforts begin to pay off. The ability to apply and demonstrate
your learning is a great reward for your efforts. And in the most general
sense, you can begin to say you “got it.” Again, this is where many
people choose to stop learning. A rudimentary ability to perform their
intended skills is sufficient to consider themselves “accomplished.” For
others, however, this basic competence ignites a deep desire to learn
more and move toward more challenging learning and even greater
rewards.
Level 3 – Mastering the Basics
There is an important distinction between knowing something and being capable of
doing it sometimes, and to varying degrees, and truly “owning” the ability. Regardless
of how quickly or slowly you reached Level Two, the skill is still something that exists
“outside” you. You may be able to perform successfully, but only when you are
focused and conscious of your decisions. At Level Two, you are still operating
intellectually, applying your knowledge through conscious decisions. Only through
sheer repetition, often over an extended period of time, can you move to level three,
when you will have truly mastered the fundamental. This level of proficiency is also
called “unconscious competence,” because you are literally moving the routines from
the forward part of your brain (your cerebrum where thinking and decision occurs) to
your mid-brain and hind-brain, where you are utilizing motor reflexes, visualization
and perception. Of course, the time involved to make this shift varies from task to
task, but neuro-scientists agree that it happens due to increased repetition,
somewhere in the neighborhood of 1,000 successful attempts. Therefore, to reach
Level Three requires time, persistence, and genuine passion (more than simply
interest) to realize.
Level 4 – Beyond the Basics
If you’ve made it this far, you are likely hungry for more learning and
even greater skills and abilities. Mastering the basics isn’t enough for
you, so you journey onward. Often, this means unlearning some of the
initial skills and habits in order to transcend limits. You will likely get
worse before you get better, as you go back to being a “beginner.”
Some people reject this backslide and choose to just remain a Level 3
performer. But for those who persist and are truly driven toward
excellence, the new challenges become rewarding, even before they
are mastered, as they represent newfound and potential “elite” levels
of success. Again, over time and through exhaustive repetition, we
move from conscious competence (initial successes and focused
efforts) toward unconscious competence, as even the advanced skills
and concepts become second nature.
Level 5 – The Mindset of Continuous Improvement
By now, the learner understands a fundamental truth about
any meaningful undertaking: The more you know, the more
you realize you do not know. Instead of viewing this as a
crushing or defeating realization, the elite performer is
energized and excited for this prospect. And for those who
adopt this commitment to excellence, a never ending, ever
expanding, thrilling journey awaits.
As you contemplate your current status and accomplishments
and imagine what you Could Become, remember this: The
most difficult limits you will face in your pursuit of excellence
are the choices – whether you will remain where you are
comfortable or embrace the limitless learning that still awaits
you.