“…Others have characterized epiphany as ‘a vision or revelation of a moral possibility, which may or may not lead to moral transformation’ (Gary and Chambers, 2021: 371), or ‘sudden discontinuous change, leading to profound, positive and enduring transformation through the reconfiguration of an individual’s most deeply held beliefs about self and world’ (Jarvis, 1996: x). For this article, I am working from Yacek and Gary’s (2020) definition that transformative experience qualifies as epiphany if it ‘possess three qualities: (1) a disruption of our everyday activity, (2) a realization of an ethical good or value and (3) an aspiration to integrate this value more fully in our lives’ (p. 220) From this definition, epiphany, although not free of the disruptive element, backgrounds disruption and emphasizes the crucial role of aspiration in bringing about complete transformation. Since epiphany is only the starting point of transformation according to this account, it is suggested (Yacek and Gary, 2020: 230) that epiphany must be accompanied by further supports, emphasizing educational relationships between students, peers and teachers.…”