This paper addresses the theory and practical application of emotional education within the treatment setting and the psychoanalytic classroom. Key to this issue is the successful resolution of resistances to progressive communication. The author traces the development of seemingly intractable negative resistances within a psychoanalytic classroom and demonstrates how these were resolved through the use of symbolic emotional communications by the instructor. The ability to feel facilitated the students' thinking. Putting all thoughts and feelings into words leads to psychic change, maturation, and cure of the patient. That is true for the psychoanalytic session, but it also works for the classroom. Emotional education teaches students to learn emotionally and didactically. Techniques for the resolution of resistances in the classroom are discussed and various case material is presented.