Clarity  is exciting. Epiphany is a moment of utter clarity, and we all know that feeling. It is very difficult to describe, but perhaps the reference to it is enough. And isn’t that exciting? Without having to speak of it, or agree upon a set of parameters, we are united by it. In his “Critique of Pure Reason”, Immanuel Kant described something like the the feeling of epiphany (he referred to “aura” and “the sublime”), by placing it in opposition to the idea of consensus truth – a concept we rely upon in the western world through our courtrooms, media platforms, political forums and more (and I sure don’t intend to wade to deeply into that polarizing mess of ever-strengthening ideologies). On a more spiritual level, J.D. Sallinger consistently juxtaposes the chaos of the world and human mind through symbolic references to Buddhist philosophy throughout his writings; the name of his famous character, Seymour Glass, draws us to the idea of clarity. And not just the importance of clarity, but the power of that relatively simple moment – however fleeting, when it all seems to make sense. If we tried to describe that moment, we might identify the hair standing up on the backs of our necks. We might use the word elation. We might even use the word peace. If we made a painting of the feeling, it would be abstract, perhaps drawing the visual images described in Salinger’s writing. If we applied our western tendency to make the moment absolute – printable and shareable – it would certainly be lost. We would have killed it. Sucked the joy and magic from it. Magicians never reveal their methods, so let’s agree to not dissect but instead reflect upon the power of epiphany as a potentially unifying concept.

 Here is what we know for sure. Those moments of epiphany are moments we never quite forget. They are magic. They are lasting, but they are more than lasting. They are energizing. They perpetuate motion. They drive us to more. They fill us with a sense of seemingly unlimited possibility and potential. They help us to believe anything is possible. That we are special and capable and… Magic. My overriding concern is that we, in the education world, too often dismiss the magic. We don’t seek it out with nearly enough determination and intentionality. When we stumble upon the magic, we move past it too quickly, or miss it entirely. We are too focused on the MESS: meeting expectations, serving systems (as opposed to our students). In fact, as educators, nearly the entirety of our jobs – from administration to classroom teacher – is focused on the management, interpretation, distribution, assessment, communication and implementation of the MESS.

As an educator, I have the distinct privilege of an absolutely miserable experience as a high school student. High School was demoralizing, sucking me of precious confidence, passion, general belief in self, the beautiful potential of humanity and the world at large. And please do not feel bad for ME, as unfortunately (I believe) this continues to be an entirely normal experience for the young, beautiful brains we work hard to inspire and nurture each day. The experience of school effectively alienates students from learning. Think about that for a second! But, as an educator, this experience does put me in a place of privilege. I have often said that my basic pedagogy is to simply not ever do anything my teachers did. Of course, this is not quite a pedagogy as it only really describes what it is not. It is, however, clear and simple and in that way liberating. It cuts through the MESS. It is a north star that shines more brightly when I become tangled and fall off course. It brings me back. It makes the experience of epiphany ever more possible – for me, as well as my students.

Here is a “dream big” question: what if our singular objective as educators was to create and facilitate experiences with the potential to ignite the learner? To connect a student, or even each student, to a deep sense of excitement and possibility. To open students’ minds and hearts to a personal capacity to learn, explore and affect. To open, even just a little, a view of a limitless life in a way that somehow discredits perceived limitations and hurdles. Epiphany fills us with a sense of possibility, and I believe Dr. Seuss captured this beautifully in ‘How the Grinch Stole Christmas’’. As the inexplicably joyous singing of the ‘Who’s’ rises up the mountain from the valley below and reaches the Grinch’s ears, he becomes overwhelmed with the beauty of humanity to the extent that his heart literally triples in size. In a moment of epiphany, possibility feels limitless. For the Grinch, epiphany was a humbling experience that allowed him to act beyond his inhibitions, anger and pride. I worry that we exist in, and even perpetuate a world that works to quickly explain away, dampen and even downright dismiss that sense of possibility. I understand this concern may also feel damning, but I worry that the culture of education present within our deeply conditioned souls is particularly guilty of ignoring the possibility and power of epiphany. And, most certainly, epiphany does not sit at the core of our collective objectives. It is, very sadly, lost in the very MESS it has the power to overcome, simplify and sweep away. Clarity. 

So… let’s say we agree upon its importance and that epiphany is an outcome of experience. What are the conditions that allow for epiphany? What might characterize those experiences? What do we need to ask of ourselves as educators to better ensure epiphany?