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practically entrusted with their operation. R. S. Peters submits that in the learning of skills: Constant practice is absolutely essential especially under the eye of a skilled performer who both corrects and provides a paradigm of the performance. Skills are difficult to master so, extrinsic forms of motivation usually have to supplement the intrinsic motivation provided by the desire to achieve or get something right.34 The affective component of educational objectives however is more discreet. It deals with development of attitudes and values. These are not as easily measurable as the cognitive and psychomotor objectives. It also takes more interconnected cognitive and psychomotor processes. Again, R. S. Peters shows the difference between skill acquisition and attitudinal development thus: It is conceivable that something like swimming could be just picked up or caught by practice and imitation … . But a habit like that of honesty which is not just a kind of ‘know-how’ or knack could never be picked up just like this.35 Just as a positive disposition is not just “picked” up by chance so is a negative disposition. Again, Peters paints the picture graphically as follows: Consider, for instance, what a child has got to know before he can develop a habit like that of stealing. He must be able to distinguish between himself and others and must have developed the notion of property; he must also grasp that people have a right to things and that these things must 34 35

R. S. Peters (1979) Ibid R. S. Peters (1979) Ibid. P. 15


Professor Oluremi Aina Bamisaiye University Lecture  
Professor Oluremi Aina Bamisaiye University Lecture  

University LEcture