In cultures committed to making everything explicit, calling for trickery in education seems suspicious. However, for better or worse, trickery is already prevalent in education. In particular, it quietly persists in assumptions it is possible and desirable to be explicit about many educational matters, including learning intentions, and knowledge of self and others. In this philosophical and autobiographical inquiry, we explore trickery's role in disrupting and exposing this presumptive transparency, and in working with the educational possibilities that then arise. In parallel, we take note that the Anthropocene is an ambiguous and undetermined situation, which promises to trick whoever seeks secure diagnoses and prescriptions of what is at stake. There are therefore confluences between disrupting "explicitification" in classroom ecologies "and" ecologies of the broader world. Suspicious of habits that foreclose people's ability to respond to events as they arise, trickery surfaces and engage ambiguities, contradictions, and potentials inherent in the invisible and assumed. Despite such antics, the trickster is no mere jokester. As she deals in duplicity, confusion, and concealment, she attends evermore carefully to sincerity, trust, and revelation, to the freedom of people and planet, and to the ongoing threats and promises of a perpetual return to harmony.