In this chapter, hooks emphasizes that love is an important part of the classroom. She addresses those who feel that love has no place in the classroom. Their opinion may be driven by the belief that a love between teacher and students will cross necessary boundaries or that it will enable conflict. hooks suggests that love and learning are intrinsically bound. Teachers who love their students have a better understanding of their students’ abilities and are committed to their emotional well-being. Students are more receptive to educators who value their emotional intelligence. Educators may be fearful of teaching with love because they have not seen examples at home of how love and conflict can work in tandem: “The loving classroom in which students are taught [...] that critical exchange can take place without diminishing anyone’s spirit” (162). Bringing love to the classroom empowers both teachers and students to experience a partnership in learning.

When people think about love, their minds often turn immediately toward romantic relationships. hooks criticizes the feminist movement for emphasizing power over love. She asserts that this focus on power disenfranchised many women from the movement who still wanted loving and meaningful relationships. Female teachers have a responsibility to show female students that women can choose an intellectual life and still be emotionally healthy.