This article argues for a pedagogy that attends to emotion as a crucial, epistemological component of rhetorical education. After exploring dominant cultural tropes for understanding emotion, I examine examples of how these discourses materialize in popular culture. I then draw from classroom moments to analyze the possibilities for and complexities of studying emotion in the classroom.

Addresses an underlying assumption that teaching is a skill that can be acquired by the proper training, rather than intellectual work deserving of study. Suggests an alternative basis for teacher development by promoting and demonstrating a process of pedagogical inquiry.