This paper explores the concept of the ‘learning moment’ through an examination of two creative learning encounters. By setting aside the standard epistemological approach and being fully ‘in the learning moment’ it was possible to connect the learners with their individual learning struggles, and in turn, to re-connect them, and the whole class, to their experience of the topic at hand in new ways. Thus by taking on board an ontological paradigm (where the focus is more on ‘being’ rather than ‘doing’) it was possible to meet students in their own ‘stories’ and to be free to respond to individual needs and to create new knowing.

Keywords: learning in the moment, spontaneity, ontological paradigm