This theoretical paper deals with a comparison of the structure and content of primary and secondary thought processes. While secondary processes (cognitive thinking) are effectively dealt with and taught in schools, there is little or no relating to the primary processes (affective thinking). This is due in part to teachers' own difficulties in handling the cognitive domain in their interactions. Primary and secondary processes are seen to have seven structural aspects: (1) Weight - secondary process thought is light while primary process thought is heavy; (2) Pathways - unlike secondary processes, primary processes are neither logical, clear, nor obviously related; (3) Time and Space - primary processes have little regard for the laws of nature while secondary processes are bound largely by them; (4) Operational Dialect - relationships that are acceptable to primary process thinking are impossible in secondary process thinking; (5) Sources of Energy - whereas primary process requires inputs and outlets to keep inner tensions in balance, secondary process seeks linkages; (6) Morality - the 'rightness' of emotional thinking is guided by the pleasure-pain principle as contrasted to the reality principle in intellectual thinking; and (7) Historical Antecedents - primary processes are part of the oldest neurological structures, whereas secondary processes obtain data from the sense organs. This metaphorical discussion should help teachers and parents to understand behavior which exceeds rational understanding. (Author/NG)