Date of Award


Document Type


Degree Name

Master of Science in Education (MSEd)


The social and political confrontations of the 1960's forced public school educators to reassess many of their values. Among the crucial issues which resurfaced as a result of this reassess­ment was the basic question of why some students were learning while others were not. This independent project addresses itself to that question. In particular, it presents one approach .which, when used responsibly, can alter the patterns of non-· learning that exist for so many young people attending schools today.

The integration of affective and cognitive concerns has been written about by many educators. It is also the topic of this document. Three aspects of such an integration are presented, The first deals with a detailed description of an out of school program in which a magazine was published and produced by a group of junior and senior high school students. ·In this program, which lasted four years, personal matters were always given as much consideration as academic matters. The second presents the case for such an integration within the classrooms of our schools as well as several examples of this, and the third is a very specific and practical example of the integration of the affective and the cognitive in the curriculum for a college remedial composition course.

Thoughts and feelings operate concurrently in all of us. To eliminate either of these in our attempts to educate others is irresponsible. It is alienating, and alienation is certainly a major component for those individuals who do not succeed in our schools.


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