ABSTRACT
Ecology is fundamentally a lesson in interconnectedness. It may sound simple, though its implications are anything but simple. From the separation of thought and feeling to the limits of disciplinary structures, the compartmentalization of knowledge stands in the way of education needed for meaningful social and ecological change. Ecology is not simply a matter of “green” content from the sciences and the arts, though this is indispensable just as the disciplines are themselves indispensable. An environmental turn, in and across fields, requires a change in the form of thought itself, in what counts as thought, knowledge, and culture. I will argue not only that education needs to make an environmental turn, but also that the idea of education itself, ideas of human and nonhuman learning, must become central to our understanding of ecology, its systems, and their constituents.
