What might science education learn from the recent affective turn in the humanities and social sciences? Framed as a response to Michalinos Zembylas's article, this essay draws from selected theorizing in affect theory, science education and science and technology studies, in pursuit of diverse and productive ways to talk of affect within science education. These discussions are framed by desires to transcend traditional epistemic boundaries and practices. The article concludes offering some associated ambiguities and tensions involved. [This review essay addresses issues raised in Michalinos Zembylas's paper entitled: "Making sense of the complex entanglement between emotion and pedagogy: contributions of the affective turn" (EJ1111437).]