The world is experiencing crises related to the cascading effects of anthropization. These crises result from imperialist and capitalist practices that categorize and exploit the other (e.g., the land, the water, and their resources and beings) for maximizing profit. Such malpractices have led to climate crises of drought, famine, and extinctions. In the present, things are categorized through detachment, whereby the self-absorbed hyperbolic sees greatness in being and acting in meager ways, in nationalism and populism. In the midst of experiencing such a world of isms, this article suggests an important change for education-a curricular adjustment that not only allows for addressing subject matter (i.e., health and economics) and the subjects of such matters (i.e., the students and the teachers in the classrooms) but also acknowledges the importance of the other (i.e., the non-human world), which has been at the mercy of a singular reliance on the "incomplete" human consciousness. An inclusive curriculum underscores the different forms of concrete conscious beings and is mindful of a togetherness that ensures the continuation of life. "Event-ually", through highlighting each individual with the natural environment, the latent bonds each individual has with the other and another, and with the world itself, will expose themselves in new ways.

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The natural world and humanity through an interrelated series of appropriations are in critical condition, perhaps even approaching extinction and human beings are increasingly disconnected from the natural environment due to advancement of biotechnologies that engender new forms of existence (Braidotti, 2013). In order to respond to the profound transformation of this era, this inquiry draws on Wilson's (1984) notion of biophilia, which suggests there is an inherent connection between humans and the natural environment. The intention is to deepen understanding of, relationality through the lens of educational experience or currere (Pinar, 1975) thereby cultivating possibilities for a curriculum of ecological consciousness. This paper focuses on the inter-relationship of humans and nature and argues for a reconceptualization of the ways we live and educate. Through a narration of lived experiences the potential of re-humanizing curricula through encounters of our integrated bodies in nature is evoked.

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