Cognitive and affective minds: A necessary marriage in criminal justice education

How does a person know that what is being taught is important enough to be part of future behavior? Instrumental to answering this important question may require taking a closer look at the relationship between what is learned and how that learning is valued. Bloom and Krathwohl's cognitive affective domains provide an integrated approach to understanding this process. By employing a taxonomy of behavioral objectives, the criminal justice educator can monitor intrinsic and extrinsic factors in learning. It is the relationship between thought and amity that adds substance to education. Combining the two has proven to enhance instruction.