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They thought they felt "something," perhaps. The wisp of an outline not distinct enough to trace. Good. They circled it, at times, and at other times found themselves within. As they walked (a sort of walking. Figurative but real. Digital, but here. Over months of events), it curled open and headed in several directions. Foldings in the backcloth that furrowed them along until, as they walked and talked, they felt that perhaps a territory was becoming simultaneously clearer and more obscure, that they might find a way to enquire, even as it meant becoming the folds themselves. As they coalesce, Scott, Jamie, and Dave each come to this project differently (of course). From their own situations, with their own problems and with different voices and ways of writing. We (for the first shift in voice) take post-qualitative inquiry to be infused with a question mark, wary of attempts to make it a 'thing'. Yet here we are, drawn to potentials, to the opening of conditions, to the possibility of something still to come. We hope to make a shift, to realise (as in make manifest) ontology and its everyday performance as synonymous with environmental education. Environmental education as "a life."

As a keystone species the concept 'nature' plays a vital role in shaping our world. In this article, we think with the material turn about the "concept" nature due to its significant performativity in its role within environmental education and research. How nature is conceived is played out on a massive scale as matter itself is morphed through conceptual processes. Therefore, we focus on the matter(ing) of conceptual abstraction, the physical effects -- and affects -- of thinking a thing into existence. We initiate a pluralistic thought experiment that purposefully diffracts nature into eight performances, to see what it "does." The concept nature performs ecologically and enacts trophic cascades. This exploration highlights feats of racism, classism, androcentrism, colonialism, homogenization, and mass extinction. What we are proposing is an environmental literacy that attends to what a concept is capable of, what a concept can do, and perhaps even what a concept can prevent, post-nature.

The purpose of this paper is to explore what thinking with a philosophy of "becoming" might produce in terms of conceptualising "Learning for Sustainability" ("LfS"), a recent development in Scottish educational policy. The paper posits that animism and the immanent materiality of a philosophy of becoming have important ramifications for contemporary approaches to sustainability education. "Becoming" is described and its relationship to prevailing "systemic" approaches to sustainability education explained. "LfS" is then described and conceptualised with a philosophy of becoming by examining its implications for Education for Global Citizenship and Outdoor Learning. The concepts of communication as expression; the subject undone (as haecceity); the distinction of "nature" as "other"; and the centrality of a storied world are discussed as important elements of "LfS" becoming. Lastly, teaching materials and interviews with two initial teacher educators help create a rhizomatic assemblage of teacher education practice and "LfS" as becoming. This assemblage creates lines of flight for considering practice, including making explicit the expressivity of communication in course descriptor/teaching/learning relationships; highlighting the place/becoming assemblages of "indoor" and "outdoor" learning environments; and storying the world with learners through haecceity description/experimentation.

Outdoor environmental education has long postulated a link between experiences outdoors in "natural" environments and environmental concern. This paper suggests a straightforward relationship is problematic due to its implicit assumption of a nature/culture divide. Critical outdoor education has sought to overcome this dualism by describing a relational understanding of the world emphasizing ecological systems and highlighting humanity's "connection" to the environment. This relational approach aims to tackle the "crisis of perception", argued to be the root cause of anthropogenic planetary degradation. We draw from the philosophical work of Deleuze and Guattari to suggest that relational ontologies, as currently conceived, may reinforce a static conception of the world by emphasizing "points of being" (subject and object). Deleuze and Guattari proffer immanent materiality, where points of being are dispelled by movement and 'becoming'. We then describe "animism" as a mode of living where the world is understood to be immanent and constantly becoming. The consequences of animism are explored with regards to conceptions of "nature", "place" and "outdoor" learning for sustainability. Creative practices to tackle the "crisis of perception" are suggested as approaches that circumvent static conceptions of the world implied by points in relations and prevailing conceptions of nature as "other".

As a keystone species the concept 'nature' plays a vital role in shaping our world. In this article, we think with the material turn about the concept nature due to its significant performativity in its role within environmental education and research. How nature is conceived is played out on a massive scale as matter itself is morphed through conceptual processes. Therefore, we focus on the matter(ing) of conceptual abstraction, the physical effects – and affects – of thinking a thing into existence. We initiate a pluralistic thought experiment that purposefully diffracts nature into eight performances, to see what it does. The concept nature performs ecologically and enacts trophic cascades. This exploration highlights feats of racism, classism, androcentrism, colonialism, homogenization, and mass extinction. What we are proposing is an environmental literacy that attends to what a concept is capable of, what a concept can do, and perhaps even what a concept can prevent, post-nature. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to explore what thinking with a philosophy of ‘becoming’ might produce in terms of conceptualisingLearning for Sustainability (LfS), a recent development in Scottish educational policy. The paper posits that animism and the immanent materiality of a philosophy of becoming have important ramifications for contemporary approaches to sustainability education. ‘Becoming’ is described and its relationship to prevailing ‘systemic’ approaches to sustainability education explained.LfSis then described and conceptualised with a philosophy of becoming by examining its implications for Education for Global Citizenship and Outdoor Learning. The concepts of communication as expression; the subject undone (as haecceity); the distinction of ‘nature’ as ‘other’; and the centrality of a storied world are discussed as important elements ofLfSbecoming. Lastly, teaching materials and interviews with two initial teacher educators help create a rhizomatic assemblage of teacher education practice andLfSas becoming. This assemblage creates lines of flight for considering practice, including making explicit the expressivity of communication in course descriptor/teaching/learning relationships; highlighting the place/becoming assemblages of ‘indoor’ and ‘outdoor’ learning environments; and storying the world with learners through haecceity description/experimentation. [ABSTRACT FROM AUTHOR]