This paper argues that an individualist view of teaching and learning, based on a Cartesian world-view leads to the abdication of responsibility as educators of the emotions. A sociogenic perspective is proposed that urges that schools teach learners how to feel as well as how to learn. The classroom is a setting rich in opportunities for emotional socialization, but it has been neglected as a context for educating the emotions. From a sociogenic point of view, there is no such thing as a level of pure knowledge with no affective dimension. Emotions index the relational process, the co-construction between person and culture. One cannot teach without invoking feelings of some kind. One of the functions of school ought to be to socialize students into normative ways of feeling. Values, feelings, and emotions cannot be left out of the educational process. (Contains 1 figure and 65 references.) (SLD)