This paper is a plea for humanizing and personalizing education to enhance understanding of self and others, as opposed to focusing exclusively on intellectual gains. The author addresses himself to the contextual approach towards education which allows the individual to become intrinsically involved with the curriculum, through involvement of the total being: intellectual and affective. The teachers is seen as a catalyst and facilitator, promoting self discovery and interaction, and enlarging the child's horizon with alternatives. Developing Understanding of Self and Others (DUSO), an educational program developed by the author, is described. It focuses on helping the child become goal-and process-oriented via eight developmental tasks. These tasks focus on self-understanding, awareness of self and others, and resultant purposeful motivational involvement in the tasks of life. The author insists that the adequate personality will not emerge by chance, but by design, and therefore emotional development needs must be noted in establishing educational priorities. (KS)