This paper makes the case that love, in particular a lover's discourse, is regularly excluded from the work we do in higher education. As educators, we are seldom empowered to reach for a discourse of love, nor are we taught to embody love explicitly in our work. This doesn't mean that love doesn't exist in education, but rather something more sinister: that the structural and affective aspects of our work as educators are meant to exclude (and therefore abuse) love. The emptying out of love and love's discourses from education arguably has severe spiritual, sociopolitical, and ethical consequences for the daily lives of millions. While educators always have the potential to be loving, we are seldom encouraged to take the time to examine and speak about this love. This article is an attempt to speak about what Roland Barthes calls a "Lover's Discourse." Its goal is to affirm that this discourse does exist in disparate forms. As this paper is part of a special issue on Paulo Freire and science education, I have also used some of the papers in this issue as inspiration. This paper should be seen as a departure point. A slow farewell to a loveless academy and an affirmation of something different on the horizon.