The education of the whole person and the noncognitive dimensions of curriculum and teaching methodology are considered. Attention is also directed to the methods of scholarly research that may be employed in investigating this area of learning. Terms that have been used to describe affective development or a combined approach to cognitive and affective learning are identified (e.g., humanistic education, developmental education). It is noted that affective education is concerned with both intrapersonal and interpersonal development. The following research approaches that would be employed by social scientists in exploring education for the whole person are described: historical research, descriptive research, and experimental research. Conclusions include the following: the efficacy of values clarification exercises and programs of human development are not consistently supported by empirical research; this lack of support may reflect the inadequacy of using empirical research techniques to assess affective learning; and public schools and teacher education programs should provided experiences to develop interpersonal and human relations skills. Affective learning at University of Montevallo is also briefly addressed. (SW)