Two basic questions are raised about the relationship between emotion and learning, the affective domain of education: how can objectives be defined without specifying 'desirable' attitudes?; and how, as part of learning, do we revised existing attitudes? A model of the affective domain is described which links, in the setting of the consultation, the emotion and learning behaviours of the doctor. The model depicts a system in which emotion and behaviour are interdependent, and existing values can be amended. From the model the attributes of sensitivity and flexibility are defined in terms of the doctor's capacity to modify behaviour and control the impact of emotion. The present unsatisfactory position of affective learning in medical education and training is reviewed; and its importance to general practice re-emphasized. Use of the model to define objectives in this domain is proposed.