الأهداف الوجدانية : الغائب الأكبر في التدريس لماذا لا يهتم المدرسون بمقاربة الوجدان ؟

Abstract EN

Behavioral objectives are the main concern of teachers at different stages, and they severely pose restrictions to the educational process.

Despite the fact that educators emphasize the need to formulate educational goals in the form of behavioral outcomes, there is an increasing number of teachers who do not pay attention to them.

On the contrary, they believe that the formulation of behavioral goals in daily planning does not increase the target outcome of the educational program.

Although emotional goals are important in the educational process, we only find a narrow space in the teaching practices; since teachers feel the difficulty of focusing attention to the emotional goal and formulating it in daily preparation.

Therefore, the present paper seeks to shed light on the reasons for the lack of attention to behavioral goals in the educational process, especially those related to the emotional aspect which is concerned with developing the learners’ feelings, and developing its values, beliefs, tendencies, feelings, patterns, interests and methods of co-habitation and adaptation to society.

In addition, the paper highlights the difficult factors which teachers encounter and the reasons of reluctance to formulate sentimental goals in observable and measurable, behavioral patterns