This paper places learning in a posthumanist frame. Starting with classic learning theorists such as Socrates and Plato, we then turn sharply to contemporarythinking acknowledging that a key tenet of posthumanism is to de-centreor deterritorialisethe all-important human, and venture towards knowing in a different way. Wemove through four key concepts of posthumanism, puttingthese concepts to work thougha series of‘natureas event’ as framed by Debaise (2017) and formerly by Whitehead (1920), James (1912) and Deleuze (1980). Nature as event is a pluralistic concept that rearticulates nature through deterritorialising, de-bifurcation and relationality.In effect, the posthumanist learner(re)adjusts to being already entangled as nature and not separated or dominated by humanist dispositions. These concepts offer inventive methods of learning that deterritorialise and open education spaces to new socioecological inquiry that as Foucault (1985) suggests, is where posthumanism“enables one to get free of oneself” (p. 8).