Authors, Hannah Hogarth and Charlotte Hankin not only describe, but demonstrate through art and case studies the virtues of educational approaches that emphasize emergence, observation, and co-creation in dialogue with nature and other beings. 

Providing an academic rationale that builds off the importance of embedded understandings and etymology in the common concept of a "mess" the authors proceed "rhyzomatically" to explore their methodologies and experiments in the paper's own form and expression as well as through case studies.

Their advocacy for a different way of knowing, making sense, and being in touch with the living world, while we are part of it neatly captures essential aspects of the emerging regenerative development ethic in education through text, and equally, demonstration.    

By Hannah Hogarth and Charlotte Hankin published in the Australian Journal of Environmental Education