The pedagogy of the Australian PhD has not been well theorised to date. Most published material has focussed on managing the supervision process rather than on the learning of candidates. The transmission of knowledge is essentially textual, but while attention has been focussed on the processes of text production necessary for the completion of of the disciplinary project (the thesis), candidates generally do not report or often write reflections on their development as scholars/researchers - a key aspect of doctoral development. This paper explores current discussion of PhD pedagogy and proposes the use of blogs to enhance scholar/researcher development, through the foregrounding they make possible of the pedagogical relationship implicit in the PhD process and consequent revelation of some of the hidden pedagogical practices that underpin it.