Affective dimension in religious education in the context of affect-cognition relationship in learning

It is seen that the affective dimension is not taken into account in education teories sufficiently, while cognitive dimension is given more in these areas. Undoubtedly, there are several studies on the affective domain. However, it is clear that these studies are quite limited and cannot handle the affective dimension in education at a desired level. This shows that the affective dimension in education is still in need of research, especially at the theoretical level. Because, in education, the theoretical dimension of the affect has a great importance. With this study, it is aimed to provide a basis in order to make up this deficiency in the affective domain. From this point of view, this study tries to determine, in general and religious education, what is really the affective dimension, how it is handled and the situation of affect in educational practices. Education and religious education practices are now beginning to give importance to affect, as a result of the work carried out on the human brain, as well as cognition. This situation leads to changes in the traditional understanding of education. In this context, the general religious education and formal religious education have been tried to be evaluated in terms of affect. In the formal education, the aims of the DKAB curriculum and it's affective objectives were evaluated in terms of afect