The Teacher as Facilitator of Affective and

Cognitive Learning

The Teacher as Facilitator of Affective and Cognitive Learning

“Values are caught, not taught”

The ACES teaching approach puts a heavy premium on the affective development of the students not because the affective scope precedes the other dimensions, but because the former serves as the most vital force in the integration of the students personality for a fuller and viable way of life.

• Sound Value System

• Valuing• Stable• Intelligent• Acting Person

• Adequate Construct System

This Approach therefore makes the learners become more • aware of themselves, their

assets and liabilities• Learn to maintain and

reinforce their strengths• Replace their liabilities with

positive traits

The ACES teaching approach molds the

INTELLECT of the learner. It helps the learner

develop an adequate construct system.

Before they finally choose which to value, they use their

cognitive ability analyzing which is proper for them and for others. How the learners

perceive each alternative depends on how adequate their construct system is.

The bases of these alternatives are formed in

the learner’s intellect through the cultivation of the clear knowledge of his

origin and destiny as a creation of God.

It is important for values education to mold the intellect of the learner

for “the intellect is one of the ‘great twin powers’ of the soul

which enables man to reason out what he deserves, to seek

purposes and objectives, to put order into thoughts and action to

understand the worthy,

noble ideas and ideals which are contained in the Moral Law, and to

identify the behavior which will direct man to put these ideas into

practice. The intellect groups together ways of acting that praise or insult God, help or hurt others,

society or one's self” (Esteban, 1990)