This piece is a poetic and narrative inquiry (Leggo, 2004) into the conceptual, physical, and emotional underpinnings of research methodology in the field of gifted education. First, the author explores the metaphorical possibility of swim-ming rather than standing in the field of inquiry and how relationships to self, environment, and other would shift in ways potentially commensurate with the task of researching giftedness. Then, responses to a questionnaire asking re-searchers about their understandings, hopes, and fears in the use of “non-traditional” methodologies in the field of gifted education are explored through the creation of poetic aphorisms
