In the face of tragedy and divisiveness, can love serve as a transformative force in higher education? This reflective essay explores the role of love in pedagogical settings, advocating for its integration as a vital element for justice, equity, and communal wellbeing. Drawing on the philosophies of Dr. Martin Luther King Jr. and James Baldwin, as well as personal experiences and insights from colleagues and students, the author argues that love is not merely an emotional state but an active force capable of effecting meaningful, sustainable change. Practical recommendations are offered for educators to cultivate a culture of love, ranging from self-care and boundary setting to integrating love into course design and community building. Embracing love as an active force can provide a renewed sense of purpose, fostering individual and communal healing, and ultimately building a more just and resilient community in higher education.
Frontiers in Education focuses on educational theory and practice. This essay aligns by exploring the role of love in higher education, contributing to discussions on transformative pedagogy and fostering a more just academic community.