ANALYSIS OF DANIEL WEBSTARS’ AFFECTIVE DOMAIN AND ITS IMPLICATION FOR RE-FOCUSING UPPER BASIC EDUCATION IN NIGERIA

Abstract

This study examined Daniel Westar’s’ affective domain and its implication for re-focusing
Upper Basic Education in Nigeria. It argued that educational system should not only develop  cognitive, psychomotor and metacognitive domains, but also the affective domain. The affective domain is concerned with learner’s emotions, attitudes and values which lead to positive dispositions for responsible citizenship. The problem identified was that the affective domain is poorly understood, weakly taught and inadequately assessed leading to ‘bookish’ type of learning, moral decline, religious and ethnic distrust, and social instability. The study therefore aimed to analyze Webstar’s concept of affective domain and explaining the four pillars, justify its place in Nigerian basic education, and propose the basis for re-focusing the upper basic schools. Methodologically, the work used analytical and prescriptive methods.Social-emotional learning was identified as one of strategies for affective
development of affective elements through a synodalitic process involving parents, teachers and learners.The study concluded that affective domain is not an optional addition to education but a necessary foundation for producing emotionally balanced and socially
responsible citizens. The work recommended re-focusing the school system through stronger curriculum emphasis, teacher training, family involvement and policy support to make Nigerian Basic Education an instrument for peace, unity, social integration and sustainable national development.