This article is a collaborative bricolage of poetry, autobiographical fragments, essay pieces, and images assembled together as a portrait of the authors' ongoing existential, psychological and epistemological struggles as educators and learners, parents and children. The article captures a reflective exploration and collective sharing of their own life experiments, seeking to create ripples of provocation as well as resonation in the reader. Identifying biophilia (love of life/nature) as a key learning in environmental education, this work looks into the complex and complicated relationship between biophilia and bibliophilia (love of books). The article ends by identifying indwelling experience as key to biophilia, and suggests and advocates poetry-making and story-telling as methods for fostering indwelling.

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How do I take my place as a learner, parent, educator in the fractal, multifaceted, kaleidoscopic process of being and becoming? How to negotiate the forces that pull us and push us in different directions? Or, how I discovered I am a poet, and survived to tell of it.

This bricolage of verses and prose, addresses the themes of poetics in and of philosophizing, and brings poetic provocations to philosophical musings. Authors muse on what it is to philosophize in the mood and mode of poetics, and why that matters for Education. Preliminary incursions are made into the issues of entrenched dualism between intellect (mind) and senses (heart), and ensuing privileging of the former over the latter. A collegially written introduction sets the general framework.

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