Schools have been paying too much attention to intellect alone, ignoring the total development of the student as a whole. Bloom's Taxonomy of Educational Objectives in the cognitive domain categorizes knowledge into knowledge of specifics, knowledge of ways and means of dealing with specifics, and knowledge of the universals and abstractions in a field. Intellectual ability and skills are categorized into comprehension, application, analysis, synthesis, and evaluation. A second taxonomy of educational objectives, by Krathwohl, Bloom, and Masia, relates to the affective domain and leads to an understanding of the whole learning self. It deals with interests, attitudes, values, appreciation, and adjustment. These are characterized as receiving, responding, valuing, organizing, and characterizing by a value or value complex. These educational objectives involve a greater inclusiveness and are related to both the cognitive and affective domain. It is time to create programs and educational settings which will help meet these objectives. We are beginning to see students as whole persons with a broad spectrum of needs, and we need to have more respect for their potentials. We want them to be independent learning persons who are intellectually competent, articulately communicative, emotionally free, idea seeking, idea creating, and honest in their relationships. References are included. (AW)