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Abstract
A diagrammatic model connecting the cognitìve and affective domains of educational objectives is proposed. It abandons the original (Krathwohl) hierarchy of affective objectives for one based solely on the arousal of interest as a positive dimension. A negative dimension for this affective hierarchy is also suggested. This bipolar affective axis is set at an acute angle to the conventional cognitìve hierarchy with the implication that success in the cognitìve domain is related to positive affective outcomes of instruction and lack of success therein results from situations where, for a variety of reasons, the affective outcomes of instruction are in the negative dimension. Research evidence supporting the model is quoted. A list of 21 antithetic teaching strategies and pupils’ personal and social characteristics reputed to contribute positively or negatively to success in the affective dimension is given.