This rejoinder to George Glasson and George Bogg's papers provides additional conversation for considering the idea that we try to develop: leaving the classroom to continue teaching. Converting the teaching-learning process into research experiences brings our students not only scientific knowledge, but also an understanding of the research procedures. To be involved in field work, students can connect more personally the local action with global issues. On the ground in which we operate, environmental science, teaching of knowledge is insufficient if not accompanied by ecological experiences where students can see and share the needs of environmental protection and the idea of sustainability. Both response authors tell us about their own experiences in research in this regard. In their essays we can appreciate the desire to investigate human activities on ecosystems. Reading it makes us look with passion and awareness at the different consequences for our ecological environments: if we develop environmentally consequential behavior or harmful lifestyles for the planet. Furthermore, they warn us of the need to follow the development of students learning and reflect on the ways in which it produces time-causal relationship between persons and the environment.