This paper engages some of the philosophical and epistemological underpinnings of silence, and its implications for teaching and learning both within and beyond educational settings. In this exploration, the authors draw on self-reflexive observations, woven throughout the paper as a series of vignettes, to explore questions of silence and its impacts on their respective teaching, research, and professional practice. Similarly, the authors apply this approach while taking into consideration different expressions and meanings of silence and how this can offer new understanding of culture and identity, including social and political issues, through arts, performance, and arts-based research.