Knowledge is often tied to our ideas about the standards that it has to comply with: it has to be correct to be seen to be valid, it has to be universal and therefore capable of being reproduced, and it needs to go beyond the individual case in order to be objective. But what about the kind of knowledge that cannot readily be retrieved, as it is closely linked to our experience; that which is locked within our individual consciousness? What about the knowledge, which we can gain no certainty about as it is not easily reproducible or quantifiable, such as the beauty of a sound, the irresistibility of a situation, the gripping nature of a scene, or the intensity of a moment? The following article draws an outline of a “didactic of elusive knowledge“ that relies on references to visual culture and aesthetics. It is derived from the practice of teaching art therapy and from a non-representative survey among students of the course Expressive Arts in Social Transformation at MSH Medical School Hamburg in Germany.