This essay proposes a defence of a form of teaching eroded by what Sennet (2006) calls "the culture of the new capitalism". The term coined for the form under consideration here is "affective pedagogy." Affective pedagogy is evident in teachers who: (1) value a discipline (or disciplines) and their associated practices; (2) value imparting them to students; (3) challenge students' learning achievements while respecting their developing intellects; (4) assess students' academic progress transparently and constructively; (5) encourage students to move beyond their knowledge comfort zones; and (6) engage students in "dramatic friendship."