In this personal artographic inquiry paper, artistic engagements with doors and reflexive insights (of the artist, teacher, and researcher) help establish cognitive curation as a pedagogy and practice. In art education, practicing cognitive curation and cognitive curatorial pedagogy affords educators and learners critic, empathy, and autonomy in creative knowledge pursuits. When artography is used to cognitively curate doors open, as knowledge, which can transform understandings and systems. By demonstrating cognitive curations reflectively in curatorial pedagogy (applied during an M-Level Creativity and Visual Arts Education module), this paper opens five doors: navigating difference, accepting movement, engendering possibilities, building partnerships, and mobilizing knowledge complexities that could facilitate cognitive curation and cognitive curatorial pedagogy. By using artography to unravel the practice and pedagogy of cognitive curation, in this inquiry when teaching about creativity concepts, this paper responds to neoliberal art education barriers. It begins to show that using cognitive curatorial pedagogy could help curate and create autonomous, empathetic selves with permission to feel during creative educational experiences. Thus, using cognitive curation to bring forth and reinstate the intrinsic value of art education needed in global education systems.