This book presents both a rationale for humane classrooms and specific processes for developing them. In each chapter, a specific dimension of humane interpersonal relationships is presented, followed by an instrument for assessing the dimension and a study which both validates the dimension and illustrates how local investigators could employ it in their schools. Three technologies which can provide data for investigating the humaneness of the interpersonal processes in a classroom through these dimensions are discussed. The first technology, interaction analysis procedures which describe quantitatively the verbal components of classroom interaction, is discussed in chapter 2, The second technology, discussed in chapter 3, was developed to delineate seven types of cognitive functioning in a classroom. The third technology discussed in chapters 4-6, is related to the assessment of levels of specific interpersonal conditions which determine whether an interaction is facilitating or retarding. The three critical dimensions of such interpersonal relationships are described as empathy, congruence, and unconditional positive regard. Chapters 7 and 8 present scales for measuring interpersonal relationships in terms of more global dimensions. The book also presents the central ideas and practices through which educators could work together toward creating a national thrust for the development of programs for humanizing classrooms. (BD)