ABSTRACT

Within social work education, the literature on affective learning processes is, for the most part, poorly conceptualized and minimally researched. Affective processes that engage students’ values, beliefs, and emotions are valuable resources supporting students’ development of self-reflection skills, stamina for discomfort, and curiosity for people who hold identities that differ from their own. Using a nationwide sample of syllabi in the United States, this study measures the extent to which the Krathwohl and colleagues' affective domains are incorporated into MSW diversity-related social justice syllabi. Content analysis of 48 syllabi was used to analyze affective domains at the levels of (A1) Receiving, (A2) Responding, (A3) Valuing, (A4) Organization, and (A5) Characterization. Findings provide a model for differentiating the levels of affective learning and how they can be operationalized throughout the syllabus within diversity-related social justice

摘要

在社会工作教育中，关于情感学习过程的文献大部分概念化程度很低，研究也很少。涉及学生价值观、信仰和情感的情感过程是宝贵的资源，可支持学生发展自我反思技能、对不适的耐力以及对与自己身份不同的人的好奇心。这项研究利用美国全国范围内的教学大纲样本，衡量了 Krathwohl 及其同事的情感领域被纳入与 MSW 多样性相关的社会正义教学大纲的程度。48 个大纲的内容分析用于分析 (A1) 接收、(A2) 响应、(A3) 评估、(A4) 组织和 (A5) 表征等层面的情感领域。