ABSTRACT
Education will only be a project of true sustainability if it reintegrates hitherto disparate fields of knowledge into an inclusive practice of knowing and ongoing learning processes. In his discussion of the “mesh” as such an inclusive term of fundamental interconnectedness, Timothy Morton explicitly distances this notion from terms compromised “by references to the Internet – like ‘network’”. Not only since Covid19 has toppled educational institutions the world over, from primary to third-level settings, into a new, digitized reality, however, an educational ecology that attempts to map the complexities of sustainable learning and teaching must encompass the world wide web, its opportunities – and its many adverse effects for a project of cultivating sustainability. This chapter focuses on these and other thoughts that might help continue and advance the idea of an educational ecology as an integral part of both the environmental humanities and a sustainable pedagogic research agenda.
