The potential for the coherent integration of the cognitive and affective aspects of student development through a constructivist approach is discussed in this paper. Educators should be concerned with students' learning with regard to developing values and characteristics, especially respect and responsibility. The obstacles that hinder the creation of constructivist schools are described, some of which include the politics of state-level policy formation, the hierarchical nature of local decision-making, control by compromising superintendents, adversarial teacher-board relationships, dissatisfied teachers, and apathetic parents. Strategies for bringing constructivism into school systems at several levels include hiring visionary principals and superintendents, providing teacher retraining programs, and enlisting community support. (LMI)