An increasing number of educators advocate the feeling dimension in learning. Quality emotions and feelings assist students in achieving optimally in the cognitive domain. Individuals who are hostile, negative, have short attention spans, and mistreat others in the classroom have more difficulty reaching their potential than other students in the same setting. This paper explores the need for affective objectives in science education. Several relatively new programs stress emotions and their consequences for individuals. Teaching teams of student teachers and cooperating teachers stress student involvement in science curriculum development. In several situations these teaching teams had worked out a set of learning centers whereby students individually could choose which tasks to pursue and which to omit in an ongoing science unit of study. Learners might then sequence their own experiences. Teachers served as guides and assisted as well as encouraged students to continually achieve. Democracy emphasizes that students respect each other's ideas and contributions and students achieve more optimally when democracy is practiced in the classroom. Suggestions include class discussion within committees and other cooperative learning opportunities. (PVD)