This paper addresses itself to the question, "What does feeling have to do with knowing?" Two movements in affective education are discussed which have come into focus in recent years and which attempt to define the relationship between knowing and feeling. The first, a conscious application of the role of arousal in learning, emphasizes arousal in learning as a basic ingredient in memory, implying, and creating. In this movement, classroom settings are created where the teacher encourages student participation instead of spectatorship, talks with respect to students, and employs both practical anecdotes and abstract concepts in teaching. The second movement constitutes a variety of explorations in arousal and has elicited the greatest amount of public criticism. This movement attempts to bring people into direct contact with their emotions through sensitivity training, encountering, transactional analysis, and self-awareness sessions. It is suggested that all teachers examine these movements carefully and determine the assumptions concerning human nature on which they are operating in the classroom. (CS)