Based on the assumption that most science teachers are fairly comfortable and well informed in the cognitive area, the author concentrates on the presentation of man as an emotional and a feeling creature. An attempt is made to describe how perceptions, values, and feelings affect him and how he attempts to protect or reveal himself. In relation to his contact with students, he concludes that the classroom is, before anything else, a place where human beings come together to learn about themselves and the world they live in. If it is to accomplish these purposes, then it must be something more than a microcosm of life - a setting supportive of the development of humanness - an environment of emotional involvement where both student and teacher risk the exposure of real feelings and values in a mutual effort to enhance the quality of human interaction. (Author/EB)