Abstract
The importance of awareness as to the motivation of the leader or teacher who is involved in affective group process is elaborated in this article. Differentiations are made between manipulation and teaching and therapy and education. The importance of “allowing” as a ground rule for groups is described along with a rationale for this which includes factors such as readiness and motivation. The integration of the affective and cognitive domains in the curriculum (confluent education) is touched on in relationship to the conscious use of affective process in the classroom. Finally, the existential condition of the “Now” is described as a significant factor for guiding the behavior of the leader or teacher.
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