A Theory for the Dissemination of Educational Change Founded on Development of Affective Values Using Adaptive Behavior
The problem. Research into the value of art education within the curriculum has evolved a mode of instruction based on developing the individual student and his critical sensibilities, referred to as aesthetic education. The mode of art instruction currently in wide use based on the beauty of the final product and facility in the use of a wide range of materials has proven resistant to change. The problem lies in changing from one philosophy of art education to another. Procedure. Literature in the areas of aesthetic education, creativity, the affective domain, and behavior modification were searched for relationships which would be useful in formulating a theory that would be effective in changing teaching behaviors while developing a positive attitude about change. Findings. A theory was developed with two attendant models for its use, that combined the following characteristics: 1) the adaptive behavior that developed a creative product was suitable for introducing and developing a value, 2) the durability of the change would be governed by the rewarding contingencies, 3) an environment that encouraged divergence promoted an open attitude toward change. Conclusions. The successful assimilation of a new educational practice will be based on the value of its use rather than the knowledge of its attributes. Continuing and increasing emphasis upon inservice programs, provision for model programs, and continual self evaluation of teacher training programs regarding "theory into practice" are needed in the future.
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