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In this paper we explore the possibility of rethinking the concept of emotional intelligence within the context of education. By developing a pedagogical dialogue with Michel Henry's phenomenology of incarnation, we try to move beyond existing models of emotional intelligence by shifting the emphasis from the intellectual significance of emotion to a more original incarnate affectivity within intelligence, understood as lived sense-making. We claim that this ontological and ontogenetic perspective on emotion puts it at the heart of education. Yet only because it evokes an understanding of education which is expressly nonfunctionalist: a disruptive, even dreadful event that marks the threshold and tension between what Henry terms Life (interiority) and World (exteriority). More than simply learning us to manage our emotions or recognize the value of experiences, emotional intelligence is about the very making of World out of Life, a Life that is at once radically subjective and communal.

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