The perspective of affect in learning has at least two parts. One perspective, affective learning, consists of how we learn to express our affect; e.g., learning how to interpret the affective aspects of one’s thinking, learning how to be emotionally demonstrative, and at the same time, learning how and when to control such demonstration. This is assumed to be adequately handled by our parents. Or at least it is expected by society that such will be the case. As it turns out, the development of appropriate, emotional expression is much more difficult and complex than it might seem. The failures usually show up first in the principal’s office, and if not dealt with adequately at that point, end up both in court and in the clinician’s office. Emotion as a topic in psychology has languished for many years between physiology and psychology; but recently took on more importance in the psychological literature as witnessed by the concept “emotional intelligence,” given a well-supported equal status with cognitive intelligence (Ciarrochi, Forgas, & Mayer, 2001; Goleman, 1995). This perspective clearly involves learning who we are as individuals. It, therefore, concerns learning the boundaries of “self ” as indicated in the chart above for the Acquisition process requirement. Another way of looking at this has been discussed by O’Neil and Drillings (1994) as the difference between an emotional trait, or predisposition, as distinct from an emotional state, the temporary experience of the emotion.


Emotional Intelligence Mastery Goal Task Goal Social Intelligence Affective Domain 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


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© Springer Science+Business Media, LLC 2007

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