Description: The paper adopts the co-evolutionary perspective on the human society/natural environment relationship developed, particularly, by the economist Richard Norgaard. This implies that human environmental knowledge is necessarily dynamic and incomplete. By extension, it is also fragmentary, in the sense that what may hold true when considering particular spatial and/or temporal scales may otherwise be false. The paper briefly explores the implications for rationality and belief, and draws on recent research to suggest tentative conclusions about useful educational design. Methodology: The papers will adopt a philosophical approach to the issues identified, drawing particularly on conceptual analysis and forms of evidence and analysis developed in the phenomenological and hermeneutic traditions of philosophising. Conclusions: The papers will draw out some key ways in which the enterprise of taking nature seriously as a subject of knowing, understanding, and respect both challenges many approaches to knowledge embedded in conventional environmental education and also in the curriculum as a whole. It will suggest ways of thinking and of knowledge generation that overcome the limitations identified in these conventional approaches and that point to the desirability of different ways of conceiving the character and organisation of knowledge.