The predominant emphasis in American education upon the cognate realm, to the virtual exclusion of affective learning, is discussed in the context of the middle school movement. Nine characteristics of the middle school program that more nearly create a balance between the cognitive and affective elements in learning are cited and translated into design elements of middle school facilities. Specific recommendations are provided in the areas of instructional technology, media centers, personalized learning territories, space flexibility, large group instruction, and guidance services. A related document is EA 003 234. (Author)