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This purpose of this inquiry is to explore how the a/r/tographic model of shared inquiry led to deeper insights about learner-centered pedagogy. Invited to teach and redesign a very large undergraduate "Art and Society: Visual Arts" course, the author's commitment as a constructivist teacher led to a more active, non-lecture, art-as-experience approach. The author also sought to understand how learner-centered practices enhance students' balanced thinking and perceptions about their abilities as creative learners. Arts-based methods of inquiry highlighted both students' and researcher's lived experiences, informed praxis, and resulted in new art forms. The author's Mixed Parallaxic Praxis method emerged from this study. Key findings indicate students' increased openness to other perspectives, increased engagement, increased creative and critical thinking, a personal desire/thirst to create art, and a personal confidence to analyze art-despite most students' lack of former experience with art making or art instruction in high school.

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