The classification of the general objectives of teaching in terms of school subject matter is not sufficient to explain the ultimate ends of education. These include, essentially, the promotion of a well integrated person capable of taking a responsible, active role in society. With such a purpose in mind, one may achieve more insight by choosing a psychological analysis of the objectives into the attainment of intellectual abilities and social insights cognition, the learning of practical active skills (psychomotor learning), and the development of emotions, attitudes, and values affective learning.
Cognitive growth begins at the level of the infant school, with the acquisition of early language and numerical capabilities, and continues increasingly to dominate education to the secondary and higher levels. But the learner is more than an enlarging reservoir of information. With this acquisition goes a growing power to generalize, abstract, infer, interpret, explain, apply, and create. Cognitive training produces a thinker observer aware of the modes of thought and judgment making up human intellectual activity. In the final stages, the teacher aims at a thinker, critic, organizer, and creator.
In the development of psychomotor learning, the teacher is concerned with the promotion of coordinated skills and their creative use. Instruction begins with the acts of handwriting and plastic art play, characteristic of earlier years of schooling. It includes painting, games, workshop skills, and practical science. It has a high prestige value among the pupils themselves and the wider community.
The permeation of emotional learning throughout the whole educative process is not always obvious, in part because very often it is brought about incidentally. Teachers may be self conscious and self critical about the deliberate inculcation of emotional responses, which will provide the energy and a mainspring of social life. The acquisition and application of values and attitudes are most marked by the time of adolescence and dominate the general life of the young individual. Theoretical, aesthetic, social, economic, political, hedonistic, and religious values pervade the school curriculum. Literature, art, the humanities, and religious teaching are all directly involved, and the teaching of science and mathematics can bring about a positive attitude toward cognitive and theoretical values.
The permeation of emotional learning throughout the whole educative process is not always obvious, in part because very often it is brought about incidentally. Teachers may be self conscious and self critical about the deliberate inculcation of emotional responses, which will provide the energy and a mainspring of social life. The acquisition and application of values and attitudes are most marked by the time of adolescence and dominate the general life of the young individual. Theoretical, aesthetic, social, economic, political, hedonistic, and religious values pervade the school curriculum. Literature, art, the humanities, and religious teaching are all directly involved, and the teaching of science and mathematics can bring about a positive attitude toward cognitive and theoretical values.
A person's emotional structure is the pattern of his values and attitudes. Under the influence of instruction and experience, this structure shows three kinds of change. First, the pupil learns to select those situations and problems to which he will make appropriate emotional responses. Second, in general, an increasing range of situations includes happenings more remote from the learner. At first, emotions are aroused by situations directly affecting the child, becomes more mature toe is increasingly involved in affairs and causes far removed. Scorn his own personal life. Third, his repertoire of emotional responses gradually becomes less immediate, expressive, and linked with physical activity.
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