Dimensions

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Rudolf Steiner
[1923] The New Art of Education, Anthroposophical Publishing, London, 1928

"The one great objects of education is to enable the human being to find his way through life by his intelligence and will. These two will develop from the life of feeling." "Thinking, feeling and willing are then brought into a right relationship." (Lecture VIII, p. 165)

John Dewey
[1934] Art as Experience, Paragon Books, New York, 1979

"There are no intrinsic psychological divisions between the intellectual and the sensory aspects; the emotional and the ideational; the imaginative and the practical phases of human nature." (Chapter XI, p. 247)

Max Wertheimer
[1954] Productive Thinking, Tavistock Publications, London, 1968

"Generally speaking, it is an artificial and narrow view which conceives of thinking as only an intellectual operation, and separates it entirely from questions of human attitude, feeling, and emotion." (p. 179)

"But even seemingly mere intellectual processes involve a human attitude - that kind of willingness to face issues, to deal with them frankly, honestly, and sincerely." (p. 179)

 

Benjamin S. Bloom et alii
[1964] Taxonomy of Educational Objectives (2), Longman, London, 1973

" … a threefold division of educational objectives: cognitive, affective, and psychomotor."

"1. Cognitive: Cognitive objectives vary from simple recall of materials learned to highly original and creative ways of combining and synthesizing new ideas and materials."

"2. Affective: Affective objectives vary from simple attention to selected phenomena to complex but internally consistent qualities of character and conscience."

"3. Psychomotor: Objective which emphasize some muscular or motor skill, some manipulation of material(s?) and objects, or some act which requires a neuromuscular co-ordination."

(Book 2, Affective Domain, Chapter 1, pp. 6-7)

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