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)