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Susan Gano-Phillips, Affective Learning in General Education
they ask questions to the instructor, and when they complete assignments
or homework.
At the third level, “valuing,” affective learning occurs when a learner
shows definitive involvement in or a commitment to a particular object,
phenomenon, or behavior. Valuing is based on the internalization of a set
of specific values or attitudes, where clues to these values are expressed in
the learner’s stable overt behavior. Students demonstrate “valuing” when
they consistently prioritize time effectively to meet academic obligations
and when they, for example, practice the safe handling of equipment and
materials in a laboratory science course throughout a semester (Gronlund &
Brookhart, 2009).
The fourth level of the taxonomy, “organization,” reflects the integration
of a new value into one’s general set of values. Gronlund (1991) recognized
the increasing complexity of this form of learning when he noted, “As
affective outcomes move from simple to complex, they become increasingly
internalized and integrated with other behaviors . . . to form complex value
systems and behavior patterns” (p. 52). In “organizing” values, learners
must resolve conflicts between various values and begin to rank various
values according to their priorities. Examples of learning outcomes at the
“organization” level include the acceptance of professional ethical standards
and the formulation of a life plan that balances work and personal values.
The fifth and highest level in the affective taxonomy is referred to
as “characterization by a value or value set” and occurs when a learner’s
behavior is “pervasive, consistent, and predictable,” as if it has been adopted
as a lifestyle (Gronlund, 1991, p. 34). One example of a learning outcome
at this level would be a student who shows self-reliance when working