Michael Polanyi famously stated that "we can know more than we can tell," but is it possible to know more than we imagine? Or, on the contrary, does imagining play a role in elucidating what we feel we know but cannot fully express? In this article, the author argues that imagining can elucidate knowledge by helping us to name and color in the contours of the fuzzy but existentially significant aspects of our phenomenological experience. To begin, in the first section, the author presents some of imagination's lovers and haters from intellectual history and a handful of key criteria garnered from the interdisciplinary contributions of contemporary imagination theory. The subsequent sections will examine tacit knowledge from major theoretical frameworks in an effort to reveal a relative subspecies of tacit knowing that deliberate imagining can help elucidate through immersive philosophical exploration. Finally, the concluding section outlines why formal education should be concerned with the process of elucidating relative tacit knowing through deliberate imagining, notably through the Community of Philosophical Inquiry (CPI) pedagogical model.