When faculty and students consider wicked problems such as climate disruption and systemic racism, they use conceptual and affective ways of knowing, the latter of which require navigating difficult and unpredictable terrain. Students may struggle to engage their emotions, and faculty’s own affective responses may be difficult for them to process. Together we’ll consider several questions, including: How can instructors both hold their own affective knowledge and space for students to express and integrate multiple knowledges? What are the potential risks and benefits of exploring porous boundaries between knowledge that has been framed as objective and subjective, and how might boundary crossing enable ethical knowledge and action? What professional development and community practices might help faculty to prepare for and process this integrative work? Participants in the session will gain tools for their own classrooms or professional development spaces, as well as reflections on the affective dimensions of learning.