Attempting to present empathy as a vital ingredient of effective interpersonal listening, this paper first provides a brief historical tracing of the major trends in listening theory and research. This review then serves as a backdrop for a partial justification of an empathic listening emphasis that includes a clarification of some misconceptions regarding empathic listening while indicating potential dangers in a pure skills orientation to listening education. Next, the paper provides a delineation of some of Robert Carkhuff's theories regarding therapeutic listening and their general applicability to listening education and training. Carkhuff's seven dimensions for effective interpersonal facilitation and the five levels of each are individually examined. Finally, the paper offers suggestions on one approach using the Carkhuff model to teach listening skills through a methodology that maintains the integrity of the transactional perspective while avoiding the problems often associated with technique and the skills/process dichotomy. (Author/HOD)