True intellectual practice includes rather than excludes emotion

Evidence

Few professors talk about the place of emotions in the classroom. In the introductory chapter of this book I talk about my longing that the classroom be an exciting place. If we are all emotionally shut down, how can there be any excitement about ideas? When we bring our passion to the classroom our collective passions come together, and there is often an emotional response, one that can overwhelm. The restrictive, repressive classroom ritual insists that emotional responses have no place. Whenever emotional responses erupt, many of us believe our academic purpose has been diminished. To me this is really a distorted notion of intellectual practice, since the underlying assumption is that to be truly intellectual we must be cut off from our emotions. — bell hooks, Teaching to Transgress, 302

Categorization

• XREF: connects to: Suppressing the affective origins of thought yields intellectual sterility; Pure reason without emotion becomes mere tautology and unconsciousness — Theodor W. Adorno, Minima Moralia: Reflections from…, 150; Philological understanding requires sympathetic entry into a foreign text, not hostility — Edward W. Said, Orientalism, 42

Broader Connections

• Pure reason without emotion becomes mere tautology and unconsciousness #corroborates (0.93) — Theodor W. Adorno, Minima Moralia, 150
• Suppressing the affective origins of thought yields intellectual sterility #corroborates (0.92)
• Philological understanding requires sympathetic entry into a foreign text, not hostility #exemplifies (0.78) — Edward W. Said, Orientalism, 42