Abstract

The author explores the revelatory nature of imagery and its role as the agent of healing and transformation in students experiences during their doctoral dissertation process. The author discusses the contribution of imagination and creativity to personal, interpersonal, and transpersonal development in the context of academic pursuit, with emphasis on honoring the learners imaginal world and multiple ways of knowing of both internal processes and observable data. Examples from students responses to imagery-based exercises serve to illustrate how imaginal processes contribute to meaningful research as well as to students understanding of the relationship between academic inquiry and its lifelong implications.