This study illuminates educational meaning of ‘Bingeu impromptu role debate class’ which reflects the philosophy of John Dewey who strived to overcome dualism and the outcomes of recent cognitive science. To do so, this research explores relationship between students emotions and their thinking process, the characteristics of knowledge that students had after the role debate, and the educational role of emotion during the class by using qualitative research method. Bingeu impromptu role debate is the class activity in which students can feel the emotions which belong to people whose living conditions are restricted by economical, political and cultural situations. This role debate class has the characteristic that vitalizes the quality of situations including emotions. The educational roles of emotions in this class are follows. First, emotion intrigues the process of thinking. Secondly, the process of problem solving based on the emotions that students could have in the restricted condition could help students immerse in the thinking process. Thirdly, the feelings and emotions that students got from the restricted situation where their new bodies belong right after they got new identities did the important role in reasoning to find out the good way to solve the problem. The knowing appeared as a result of the thinking process in the latter part not in the first half. Another characteristic of the knowing is that it can transfer well to real life as a whole beyond overt instructional objectives. Most students attending the class constructed as an educational experience with emotion involved were absorbed in the thinking process regardless of school achievement and gender differences.