This article explores the use of active imagination and dialogics as constructs that can be applied reflexively to health care education. Drawing on student data, it discusses some of the primary elements of these ideas, and how they may inform reflection, human inquiry, and pedagogical approaches to personal and professional growth and development. It is essentially a first discussion on the synthesis of these constructs and their transformative potential across the fields described above, concluding that the outcome of engaging in these processes leads to a collective unconscious of multiple possibilities and voices that are not truths in themselves, but conjectures upon which further sharing of knowledge can be built. (Contains 10 figures.)