This article is a forum response to a research article on self-reporting methods when studying discrete emotions in science education environments. Studying emotions in natural settings is a difficult task because of the complexity of deciphering verbal and non-verbal communication. In my response I present three main points that build on insights mainly from philosophy and anthropology. The three points are: first, the significance of connecting the visible and measurable with the invisible and intangible; second, what it means to think about the practices of knowing; and third, an argument to map out a geography of analysis that takes also into account who or what emotions are directed at. [This review essay addresses issues raised in Stephen Ritchie, Peter Hudson, Alberto Bellocchi, Senka Henderson, Donna King and Kenneth Tobin's paper entitled: "Evolution of self-reporting methods for identifying discrete emotions in science classroom" (EJ1111440).]