In this paper, we explore the possibilities of applying the "mighty, blowing wind resting in ethereal space" metaphor explicated in the ancient Indian philosophical treatise of "Bhagavad Gita" as an analogical representation of the functional characteristics of new pedagogies. Of pertinent attributional focus is the analysis of the complexities embedded in the dynamics of emergent student-teacher relationships in constructivist educational settings, specifically a PBL environment. The qualitative findings of an empirical case study that was carried out in a reform-minded tertiary institution serve as the situational basis for the arguments presented in this paper. These findings highlight the tensions faced, both by teachers and students, in reconciling and harmonizing the dichotomies inherent in their instructional interactions. There appears to be an intertwined state of dependence and independence, connectedness and separateness in student-teacher transactions. These boundaries are rather indistinct, though, the independent nature of the learning process evidently has an upper hand in pedagogical proceedings. The abstractness and particularities of this phenomenon will thus be examined at length from the perspective of participant students' reflections to determine the appropriateness of the "mighty wind" metaphor as a means of reification to better understanding and representing involved intricacies.