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Written for use by Peace Corps training staff, these guidelines are designed to support the planning, designing, and conducting of training programs oriented toward the preparation of Peace Corps Volunteers to live and work in another culture. Basic objectives and assumptions of the experiential training approach are discussed in Chapter One. Objectives include: understanding and acceptance of and effective interaction within a foreign culture. Assumptions of the training program regarding the facilitation of learning include: trainee's responsibility for his own learning, active involvement of trainee's emotions and intelligence, emphasis on learning how to learn, and evaluation based on performance objectives. Chapter Two, Experiential Training/Learning focuses on staff and trainee roles. Chapter Three, Use of Small Groups, includes discussion of unstructured training and specific sections on a non-directive approach and a modified T-group. Chapter Four, Planning, Designing, and Conducting Experiential Training, presents a general system design for a total program; activities, outcomes, and a time sequence are specified. Special problems, e.g., trainee attitudes, peer pressure, are discussed in Chapter Five. A discussion of the integration of language training is appended. Related documents are: SO 002 457, SO 002 458, and SO 002 459. (DJB)

Reproduced in this document are 17 articles for both trainees and trainers during phases of Peace Corps training programs presented in related documents: SO 002 456 and SO 002 457. They are ordered in a sequence that reflects program development. The first article, An Alternative to the University Model, by Harrison and Hopkins, describes experiential training, its problems, objectives, and rewards. The Hall and Whyte article and Lee article describes the complexity and requirements of cross-cultural communication. The Leach and Bowen articles describe the same problems from an individual's perspective. Rhinesmitt and Hoopes' article describe reactions to a new culture. Oberg's and Dubois's articles describe culture shock. Several articles deal with American and Western culture. The Stewart article provides a summary of the more important cultural concepts. The articles on American culture by Miner, Linton, Montana, and Latham give slightly unexpected visions of American society. Articles by Vithal, Hatch, Cousins, and Carter focus on the Peace Corps Volunteer role, the particular difficulties he faces, the strengths he can bring, and the adaptions he can make. The articles were chosen for their relevance to community development work anywhere in the world. Another related document is: SO 002 459. (Author/DJB)

Provided in this guide are examples of specific methods and techniques to implement the training methodologies described in Part I of the Guidelines (see SO 002 456). Each of the five sections correspond to objectives presented in Part I. A) Planning and Preparing for a Program includes materials for collecting and organizing content; staff training schedules, objectives, and exercises; sample performance and learning objectives for a program; and, sample schedules and exercises for staging. B) Building a Learning Community includes exercises, handouts, and techniques for learning the concepts and skills necessary for learning how to learn during the formal training and in the host country. C) Cross Cultural Exercises includes exercises and techniques designed specifically to present cultural content and information in the most relevant and acceptable way and to encourage and enable practice of useful skills and behaviors in an inter-cultural setting. D) Third Culture Training includes various experiences and exercises that enable third culture training to be developed as part of the experiential model, focusing on the process and skills of learning from a new culture. E) Human Relations Exercises includes general training exercises and some adapted to Peace Corps needs. Other related documents are: SO 002 458 and SO 002 459. (Author/DJB)

A model for expansion of educational objectives beyond the usual narrow focus on low-level cognitive abilities and the transmission of facts is suggested. A brief definition of the three domains--psychomotor (doing), cognitive (thinking), and affective (feeling)--is given, and it is pointed out that affect (Feelings) is present with either cognitive or psychomotor activity. The two dimensions of experience (positive or negative) are related to the responsibility of educators to provide positive experience for the student by building on what is meaningful to the individual student. Krathwohl, Bloom, and Masia's classification of affective objectives is then briefly discussed in relation to the two dimensions of experience. The dynamic aspects of the self are discussed and presented in a taxonomy of affective behavior. The objects of affect frequently found in education are listed as (1) Self, (2) Others, (3) Society, (4) Learning, (5) Work, (6) Leisure Time, (7) Aesthetics, (8) The Natural World, and (9) Life. The need to determine what characteristics are important or essential to the well being of the individual and society and the behaviors associated with these characteristics, as well as the conditions and kinds of experiences necessary for their development, are pointed out. The implications of the model for education are that schools need to focus less on controlling the student and more on helping him develop self-direction and self-control. (For related documents, see TM 002 183-185.) (DB)

The affective domain in education, with particular reference to goals and objectives, is described. Following a brief discussion of the affective, cognitive, and psychomotor domains, the report focuses on non-cognitive goals and objectives. The report proper contains four sections: (1) an overview of general goals and objectives found in the education literature; (2) a discussion of learning and adaptation; (3) what the mental health, personality, and creativity literature tells us about the healthy, effective, fully functioning, self-actualizing, creative person; and (4) an analysis of key words used in stating objectives. (For related documents, see TM 002 183-184, 186.) (DB)

Some of the problems and arguments related to behavioral objectives are examined, and a modified approach to objectives and measurements that, it is hoped, will be acceptable to both behaviorists and humanists is suggested. The following reasons for opposition to behavioral objectives are explored: (1) meaningful objectives are often discarded because of difficulty in stating them as measurable outcomes; (2) there is confusion of the indicator with the objective; (3) emphasis is on the indicator rather than the goal; (4) there are restrictions on teacher strategy and measurement; (5) pre-determined tasks result in negative student attitude, and (6) measurements exclude self-evaluation and responsibility. An alternative program in which objectives and measurements are treated separately offers the following advantages: (1) objectives can be expanded and defined as necessary for clarification; (2) objectives relevant to student interest are more appealing; (3) measurements are quite likely to be more relevant and less aversive to students; (4) it is easier to see the relationship between the measurement and the objective; (5) objectives do not restrict the teacher or student in selection of learning strategies; (6) more flexibility is allowed in measurement; and (7) opportunities can be capitalized on more easily. (For related documents, see TM 002 183, 185-186.) (AL)

General concerns and considerations regarding measurement in affective education, primarily, measurement to support the student in his learning program and the teacher as a facilitator of learning, are explored. The following topics are discussed: (1) Accountability (of the schools for achievement of affective goals of education), (2) Purpose of Affective Measurement (the collection of data for decision making), Grading (affective measurement not to be used to establish grades), (3) Conditions versus Outcomes (identify conditions that contribute to affective growth and development, and construct measures to assess the extent to which these conditions are present), (4) Measurement in Support of Learning (measurement should be responsive to changes in objectives and the learning program), (5) Quantitative versus Qualitative Data (measurement that interferes with verbal feedback and interaction should be avoided), (6) Norm-, Criterion-, or Objectives Referenced Performance Data (for measurement of affective outcomes, objectives referenced measurement is preferred to criterion-referenced measurement), (7) Program and Curriculum Evaluation, (8) Instruments and Measurement Techniques, and (9) Problems and Constraints. Appendixes present Definition of Terms; Examples of Organizing Systems, Attributes, and Behaviors; and An Outline of Affective Goals of Education. (For related documents, see TM 002 184-186.) (DB)

Participative education could provide impetus and direction to the educational revolution that has been brewing for some time. This approach, based on student involvement and participation, would meet the needs of students and teachers, both of whom are searching for alternatives to traditional education. Emphasizing self-responsibility, participative education attempts to involve the student in experiences relevant to his future, and to provide him with the opportunity and methodology for learning from these experiences. Students would be allowed to develop self-reliance, self-confidence, and increased self-esteem, and would leave school better equipped for lifelong, continued learning. (Author/LLR)

The purpose of this article is to examine some of the problems and arguments'' against behavioral objectives'' and to suggest a modified approach to objectives and measurement that hopefully will be acceptable to behaviorists and humanists alike.'' (Author)