This essay offers a reorientation of our views on the interrelationships of language and thought as a field of constantly reprogrammable energy, and provides an argument as to why we believe this new metaphor (i.e., language as a field of energy) matters in language pedagogy, in classrooms at all levels, as well as within teacher education and teacher professional development. We define language as a field of energy in the following way: as language operating as a "region" in which a force (in this case, words and their rhetorical functions) operates to bring about some influence resulting in an effect or having an impact on one's own behaviors, on the behaviors of others, as well as having the capacity to influence emotions, and/or the course of events. Following a brief introduction in which we state our purpose, we present the case for the above argument in the context of current language and literacy education. In doing so, we delineate language-thought-perceived reality relationships through a synthesis of a selective representation of the primary thinkers in mainstream language scholarship, as well as other fields, such as philosophy, social anthropology, linguistics, discourse analysis, and to coin a new field, "linguistic metaphysics." While we focus our discussion on language, we are mindful of its obviously intimate, symbiotic relationship with thought. We conclude with suggestions as to how this concept, "language as a field of energy," can be pursued in educational settings.