Although nonrepresentational theory has enriched anthropologists' understanding of affect in social and cultural life, it has a short history in education research, where representational paradigms dominate. This article develops nonrepresentational theories of moments, temporal textures, and affective pedagogies in order to evoke affects of teaching and learning in a children's hospital. Moments are expressed through experiments with fictocritcism as an emergent mode of critique. These expressions compel nonrepresentational anthropology and education as an ethical charge.