In this article, we think-with nots, knots, and (k)nots in the interstices of theory, methodology, pedagogy, and art. We define the (k)not as a bringing together of nots--openings toward creativity, mapping, and disruption--and knots--openings toward connection, entanglement, and speculative futures. Playing (k)nots within our own relations, we-three-and-more are entangled in a complex (k)not of teachers "and" students, mentors "and" mentees, friends "and" collaborators, artists "and" scholars, who all share lived experiences in/with qualitative inquiry. Thinking with and creating the (k)not as a type of visual string figuring, we pass art back and forth with one another in this artful and pedagogical experiment. Inspired by Donna Haraway, we are pedagogical kin, string figurers who ask together, "what do these (k)nots produce in pedagogy as well as in methodology? What sort of living-thinking-being are we worlding together?"