Attitude Change-The Affective Domain: Part 2

StudyGuide Lines – instructional design tips for Christian teachers and writers.

Mozambique_classroomIn Attitude Change – The Affective Domain: Part 1, I said that the Affective Domain has three components that should be included in well-designed instruction that is meant to be a vehicle for attitude change. The first component I discussed was Knowing How. Learners must know how to do an action before they can form an appropriate attitude about it. There are two other components: Participation (discussed in this blog) and Knowing Why (a component I will save for next time). 

Attitude Change Requires “Participation”

Learners should:
(a) participate in the intended behavior (in a real or simulated way).
(b) practice applying the intended attitude to the behavior.
(c) receive feedback.

Paul expected his audience to “always” (Philippians 2:12) put the behaviors he had described (Philippians 2:3-4) into practice not only in his presence, but also in his absence. Furthermore, Paul expected Christians to apply a joyful, un-begrudging attitude to these behaviors (Philippians 2:14-15).

The feedback Paul gave was in the form of a descriptive measurement Christians could use: as a result of joyful obedience in humble actions powered by God’s work in them (Philippians 2:13), Christians would be able to be “blameless and pure, children of God who are faultless in a crooked and perverted generation, among whom” they would “shine like stars in the world” (Philippians 2:14-15, HCSB). In other words, the joyful, un-begrudging obedience of blameless and pure Christians would stand out in the world in a beautiful way. This noticeable difference, between Christian behavior and crooked, perverted, worldly behavior, served as feedback to Christians who were trying to determine if their behavior and attitude was headed in the right direction.

Summary

In Attitude Change – The Affective Domain: Part 1, I said that Paul’s Affective Domain goal could be stated as: Learners will choose to act in ways that display genuine Christlike humility. To reach this goal, Paul expected his audience to participate in the kind of behavior, with the kind of attitude, he had taught them. Paul also identified and communicated an appropriate form of feedback that Christians could use to determine if their behavior and attitude was on the right track.

Application for Instruction

Before learners can choose to engage in a desired action, they must have opportunities to participate in the action and practice applying the desired attitude. These practice sessions can be real or simulated. Role playing is an example of a simulated practice session. Appropriate feedback must be selected. This feedback must be communicated and connected to demonstrated behaviors and attitudes.


Related Blogs

Attitude Change – The Affective Domain: Part 1

Attitude Change- The Affective Domain: Part 2

Motivational Design: Confidence


References

Smith, Patricia L., & Ragan, Tillman J., Instructional Design, 3rd ed., (John Wiley & Sons, Inc., 2005), p. 262.

Image by Kolbyg at English Wikipedia [Public domain], via Wikimedia Commons, accessed September 10, 2015 from https://commons.wikimedia.org/wiki/File%3AMozambique_classroom.jpg

Scripture Quotations are from the Holman Christian Standard Bible(HCSB), Copyright © 1999, 2000, 2002, 2003, 2009 by Holman Bible Publishers, Nashville Tennessee. All rights reserved.

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