Guattari's ecosophy has implications for many types of pedagogy practiced in the school. While Guattari never explicitly advocated the educational use of ecosophy, I explore in this article how it can be used as a lens to "read" pedagogy in nuanced ways, highlighting oppressive premises and practices. I first discuss Guattari's ecosophy, defining key terms and advocating ecosophy as a philosophy that calls attention to the interactions and "parts" of assemblages of existence--a philosophy radical and encompassing enough to make intelligible the dynamic connections between various fields of existence, trajectories into the new, and trajectories more destructive in nature. I then offer a "reading" of two different pedagogical strategies that have achieved a wide following in the last few decades: direct instruction, and critical pedagogy. Reading these pedagogies through ecosophy allows us to name more fully the troubling assumptions and lacunae to be found within them.