The trend in faculty development seems to be to direct faculty efforts toward predetermined intellectual and social objectives, through predetermined faculty activities. This kind of faculty development has been divisive. A humanistic faculty development program should provide more real decisionmaking opportunities for faculty and students alike, and should provide opportunities for each faculty member to explore different ways of interacting with students and to test his own purposes and commitments. The crucial element in the environment provided for such professional development is respect and trust shared by faculty and students. This student-centered teaching is progressive, and yet is supportive of faculty work under present conditions, not directed toward unpredictable future conditions. (MSE)