The aim of this study was to investigate the nature and development of affective education in the Chinese context, the way it is translated into primary education, and how it is perceived by teachers and pupils in Taiwan and China. In this study, the term 'affective education' refers to all the planned or hidden curriculum provided to enhance pupil's affective development, based on which the empirical research was conducted focusing on teachers and pupils in year 5 and 6 in twelve primary schools in Taiwan and China (six in each country).\ud \ud The study comprised five stages. First, some psychological theories of affect were reviewed in an attempt to explore what the definition and the scope of affective development is, its implications for education, and some models of the place of affect in it; some Chinese literature was reviewed in terms of different approaches to affective education found in a Chinese context. This was followed by the examination of how 'affect is perceived in Confucianism, a key philosophical influence on the culture, and its impact on affective education in Chinese context. After that, the evolution and practice of moral education in both countries which was influenced by Confucian culture was considered, as well as school guidance systems which were introduced from the US, as these were seen to be the most obvious early manifestations of affective education in these two countries. It was then followed by the detailed introduction of the recent ongoing reforms in both countries, as they represent the latest evolution of affective education and the context in which this study is conducted. Finally, the current picture -of how affective education is delivered and perceived in twelve primary schools in both countries was investigated, and the data generated by this investigation was analysed.\ud \ud The main finding was that the significance of affective education is widely recognised by teachers and pupils and a variety of initiatives is conducted to deliver affective education in primary schools in both countries, additionally several difficulties that teachers encountered to deliver affective education were identified. Also great similarities of the current situations of how affective education is perceived and delivered in both countries. Given that only twelve schools were involved in this study, more research is needed to validate and extend the present findings, and to explore the topics that was not possible included in this study
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