The importance of the incorporation of affective education into present school curricula is discussed in the contexts of (a) historical antecedents and (b) problems caused by the lack of attention paid to the role played by feelings and emotions in a child's learning, growth and development. Three challenges facing an educator who wants to incorporate affective education into a school system are defined as: (1) setting goals and objectives relating to the self as well as others; (2) developing the curriculum through a systems approach; and (3) evaluating the curriculum through criterion tests of student achievement and strategies which focus on changes in the learner, school environment, or community. Examples of some educational systems or projects employing these ideas are given. (SDH)