assemblage, a constituent neither superior nor inferior in the law-environment matrix. Environmental education in recent years has sought to underline the reality of ‘lived environmental crisis’ through reinvigorating and re-educating both young and old on nature to which Houston describes as an humanities’ must respond. ‘ecological Houston relays the importance of learning and observing the actions and organisational networks of social collectives and how they work to revitalise and remake their local and regional environments and similarly Emmett relays the importance of community gardening in realising environmental pedagogy. Assemblant methodologies in environmental education have been suggested by Law through ontological and performative and depiction of realities’, through ‘discovery engagements with environmental projects to develop Houston ‘method-assemblages’. demonstrates the benefits from skills-learning in environmental education, whereby knowledges that are performed through such active and collective “Environmental engagements show us that it is also the everyday and ordinary stuff that matters because it generates its own kind of complexity”. Specifically within the teaching of law, understanding us as part of an animal cartography whereby our sentience is not prioritised over any other creature, is the incorporation of animal welfare law into undergraduate law syllabuses, as discussed by de Almeida Silva regarding animal law education in Brazil. With this in mind, I recently have had the pleasure to come in to contact with two projects that express the post-correlationist, ecological, temporally nonlinear and alternative conception of environmental education I believe have the intrinsic tenets of speculative entropy at their heart, those being: Guattari-inspired project ‘ecosophical’ ‘Skill City’ of Henk Oosterling and Aetzel Griffioen in South Rotterdam, Netherlands; and the second example of speculative entropic practice in environmental law is the ‘lawscaping’ pedagogy of Andreas Phillippopoulos-Mihalopoulos’ the Lawscape’. First we shall ‘Walking turn to Skill City. Skill City Inspired by the of Felix Guattari’s Three Ecologies’, philosopher and ‘ecosophy’ ‘The project executive Aetzel Griffioen describes Rotterdam’s City’ as ‘Skill “an ecosophical traject from primary school to vocational education with excluded neighbourhoods in the South of the city since 2007”. Designed within its mission
assemblage, a constituent neither superior nor inferior in the law-environment matrix. Environmental education in recent years has sought to underline the ‘lived reality of environmental crisis’ through reinvigorating and re-educating both young and old on nature to which Houston describes as an ‘ecological humanities’ must respond. Houston relays the importance of learning and observing the actions and organisational networks of social collectives and how they work to revitalise and remake their local and regional environments and similarly Emmett relays the importance of community gardening in realising environmental pedagogy. Assemblant methodologies in environmental education have been suggested by Law through ontological and performative ‘discovery and depiction of realities’, through engagements with environmental projects to develop ‘method-assemblages’. Houston demonstrates the benefits from skills-learning in environmental education, whereby “Environmental knowledges that are performed through such active and collective engagements show us that it is also the everyday and ordinary stuff that matters because it generates its own kind of complexity”. Specifically within the teaching of law, understanding us as part of an animal cartography whereby our sentience is not prioritised over any other creature, is the incorporation of animal welfare law into undergraduate law syllabuses, as discussed by de Almeida Silva regarding animal law education in Brazil. With this in mind, I recently have had the pleasure to come in to contact with two projects that express the post-correlationist, ecological, temporally nonlinear and alternative conception of environmental education I believe have the intrinsic tenets of speculative entropy at their heart, those being: Guattari-inspired ‘ecosophical’ project ‘Skill City’ of Henk Oosterling and Aetzel Griffioen in South Rotterdam, Netherlands; and the second example of speculative entropic practice in environmental law is the ‘lawscaping’ pedagogy of Andreas Phillippopoulos-Mihalopoulos’ ‘Walking the Lawscape’. First we shall turn to Skill City. Skill City Inspired by the ‘ecosophy’ of Felix Guattari’s ‘The Three Ecologies’, philosopher and project executive Aetzel Griffioen describes Rotterdam’s ‘Skill City’ as “an ecosophical traject from primary school to vocational education with excluded neighbourhoods in the South of the city since 2007”. Designed within its mission
speculative-entropy-dynamism-hyperchaos-and-the-fourth-dimension-in-environmental-law-practice.docx