This chapter reviews selected materials in psychology that are related to the nature of man and his development and that are relevant to a humanistic system of education. Humanistic is used to indicate a concern with the learner as a whole person rather than simply as a disembodied intellect or repository of cognitive processes. In reviewing the field of psychology, emphasis is placed on the "third force," or humanistic, psychology of Maslow and Rogers as it contrasts with behaviorism and, further, on the role of perception in the development of a self-concept. There are two major aspects of humanistic education. The first is the general psychological conditions for learning, which are empathic understanding, respect, and genuineness. The second is affective education, which has three major aspects--modeling, didactic instruction (both indirect and direct), and the experiential approach. Humanistic methods of education do not ignore or de-emphasize cognitive learning; they provide the conditions for better, more effective cognitive education. (Author/IRT)