A Cognitive Basis for Affective Learning in Classroom Religious Education

Abstract

This article looks at the affective goals for religious education and considers which classroom teaching methods would be most appropriate for promoting affective learning. The discussion has implications for affective/personal learning in other curriculum areas.

Additional information

Notes on contributors

Graham Rossiter

Dr. Graham Rossiter is a consultant in education in the New South Wales Province of the Christian Brothers in Australia and has been editor of the journal Catholic School Studies. A specialist in in‐service work in religious education, he recently co‐authored two books on religious education in Catholic schools (with Marisa Crawford) Teaching Religion in Catholic Schools: Theory and Practice, and Missionaries to a Teenage Culture.