ABSTRACT
This chapter focuses on the related ideas of the student as liquid learner and as ecological learner. Higher education is marked by a level of autonomy it affords its students. This autonomy varies across disciplines and national pedagogic cultures but there is an inherent openness in both curricula and pedagogies. Learners are embedded in the world and their being and becoming in the world have a fragility. This learner fragility has three aspects: a fragility of learning itself, a fragility of the self and a worldly fragility. The idea of the ecological learner works at two levels: within the individual and between the learner and his/her wider environment. Transitory learning is simply the state that characterizes human being in a liquid age. The ecological university can assist the formation of just such an ecological learner.
