Virginia Woolf's "A Sketch of the Past" (1939-40) develops her most radical ontological and pedagogical insights, which are inseparably connected by her concept "moments of being" redefined in this essay as pedagogical accidents. This redefinition opens readers to an unexplored dimension of Woolf's late thought: namely, the reorientation of learning and teaching around the creative function of accidents, the unhinged temporality of "sudden violent shock[s]" that repeat their difference across one's lifespan, and the prioritization of feeling. The nonlinear, nonrealist, and nonsequential temporality of these events serves Woolf as a model not only for the memoir but for the double task of learning how to write her life otherwise and of teaching her potential readers the shapes and intensities of their own selves and lives. My reading of Woolf's memoir as a work of "sensuous pedagogy" attempts to account for the importance of feeling to this task.
