In this conceptual paper I draw on narratives from several contexts in my own educational history--a student-teaching experience, a graduate course in educational theory, and my work as a preservice teacher educator--to consider, first, the Winnicottian notion of the split-off intellect, in which individual subjectivity is skewed toward thinking and away from affect, and second, an inversion of that notion, in which affect splits off to form the central domain of experience, relationship, and defense against difficulty. Theorizing some of the ways in which thinking and affect can at times seem to get in each other's way, and reflecting on what individuals might use that "getting in the way" to do, I explore some ways in which educators in general, and teacher educators in particular, might facilitate the working-through of intellect/affect splits with the aim of helping students integrate thinking and feeling as they begin or continue their work in the classroom. (Contains 6 notes.)