The question of love and its place in pedagogy has brought diverging views and disagreement. It would appear to be creating more problems than it solves. On one hand, the contention lies on the discussion of love as something extraneous to our being by using an "either-or approach." On the other hand, it lies on the understanding of love as something bereft in our shared human experience especially in moments of suffering. These problematic approaches have led to disagreements among those who subscribe to the place of love in pedagogy and those who propose that love does not have any place in education. I hereby propose an alternative approach; one that encourages "willing" the good of the other for the "other." If all educational endeavours and all the opposing positions on love and its place in pedagogy is done based on promoting "the good of the other," then love is essentially and existentially integral in education because love is for the good of the other. This became apparent to me through a 'poor pedagogy' that opened the door for a transformative learning curve. I explored this insight philosophically through a discussion of the Socratic way that shaped the ancient Greeks' understanding of love and education. I relate this understanding to my personal teaching experience and then examine the implication of love for education as something that influences positively the educational experience of both teachers and students in their pursuit of the highest good, manifesting in the reward of love as "love."