In a seminar setting, I read the article by Dall’Alba, G. (2005). ‘Improving teaching: Enhancing ways of being university teachers’, in Higher Education Research & Development, 24(4), pp.361–372. This paper mainly discusses empowering students and participation in learning in a collective way, with emphasis on teachers integrating knowing, acting and being. Dall’Alba discusses the ‘Epistemology in the service of ontology’, without denying the importance of knowledge skills practice. Dall’Alba emphasises ontology in the sense of not only what we know and can do, but who we are. That knowledge or, more accurately, knowing is not exclusively cognitive, but is created, enacted, and embodied. I wondered how I may practice this as a teacher with different perspectives, backgrounds, and experiences. This means that knowledge is not simply something we possess, but who we are. Dall’Alba explains ‘this pluralist, contextualized, active, ontological qualities of knowing to mean that I, as a university teacher, cannot simply transfer knowledge about teaching to course, participants. Instead, they create, enact, and embody the knowledge they encounter through the course to varying extents and in a range of ways, both individual and shared. In the process, they are transformed, to a greater or lesser extent, as university teachers’ This is a collaborative, shared learning experience, teaching fine art students at Camberwell and Glasgow, I am a fine artist who teaches. I see ontology as similar to my art practice and the creative process, ‘not knowing’ is an important part of making work, and developing reflexivity in teaching, but I am not sure how this works in practice.