ative. However, it won’t change anyone’s behavior because it’s unlikely to have a significant impact on their attitude. Now envision sharing the story of spending a dive cutting free a ghost net strangling a reef, and a dead sea turtle, only to surface to a boatload of indifferent tourists. Which one is more likely to stick? The affective domain doesn’t thrive on facts – it thrives on meaning. And meaning is best conveyed through an evoca- tive narrative. That’s why we remember novels more vividly than textbooks and why one compelling story can plant the seed of a lifelong ethic in a student more deeply than any eLearning module. This is where we, as instructors, have considerable untapped influence – not just as skill coaches but as storytellers and, even more importantly, as role mod- els. Decades ago, long before educational researchers became involved, Madison Avenue discovered that what sold prod- ucts wasn’t facts but rather attitudes and how the “right peo- ple” could influence the decision to make a purchase. This is why, on the front of a Wheaties® cereal box, you won’t find a treatise on the nutritional value of wheat (cognitive); you’ll see a featured athlete-du-jour (affective). Similarly, in the context of this discussion, the most crucial tool for teaching and instilling attitudes in divers is their instructor. In a very real sense, you are – or should be – a living lesson. Every instructor knows this intuitively. Consider your own training; chances are, you remember more about your in- structor's attitude than the briefing they gave during your third open water training dive. Were they meticulous? Were they kind? Did they rant about “stupid tourists” who litter the reef, or quietly remove trash on every dive without mak- ing a fuss? Did they cut corners when no one was looking, or did they stick to the standards and gladly engage with you even after a long, exhausting day? In the affective domain, the instructor is the curriculum. This alone strongly ar- gues for spending more, not less, time with your students. No eLearning module or PowerPoint presentation can override what your students observe you doing. If you want them to develop a conservation ethic, you have to model it, visibly and consistently. You’re not just teaching them what they should know about the underwater world – you’re showing them how to feel about it. That’s why attitude isn’t an “extra.” It’s the foundation. And we need to be more in- tentional about cultivating it in our training. ECO PRO continued
Strategies for Teaching the Heart So, how do we teach effectively and affectively? We can’t grade attitude. We can’t standardize compassion. But we can invite it. Here are a few practical ways to engage the affective domain without turning your course into a philosophy sem- inar. 1. Start With Reflection, Not Just Instruction: Use per- sonal journaling prompts in your post-dive debriefs. Pose questions that don’t have “right” answers, but cre- ate space for students to examine their own values – and that’s the beginning of identity formation. For example: “What was one moment today that made you feel con- ▪ nected to the ocean?” “What choice did you make that reflected your respect ▪ for marine life?” 2. Tell Your Own Stories – Not Just Safety Protocols: The most powerful thing you can bring to a dive briefing isn’t a checklist; it’s your personal experience. Authen- ticity matters. When you share the truth about your emotional journey as a diver, students will begin to re- flect on their own. Dive into Dr. Alex Brylske’s Book: BENEATH THE BLUE PLANET
“An in-depth resource to indulge our passion for scuba diving.” – Wayne B. Brown, Owner & CEO, Aggressor Adventures
A fascinating look at our oceans, marine biology & more! Great for classrooms and every dive retailer’s library!
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