In this paper we argue for the need for a thoughtful and intentional pedagogy in experiential environmental learning that educates for empathetic relationships with humans, nonhuman others, and natural systems, or field philosophy. After discussing the tensions in various ecofeminist perspectives, we highlight relevant ecofeminist ideas and thread them with the intentions and goals of field philosophy. Drawing on ecofeminism, environmental ethics, environmental education, and place based learning, we develop a place-based care ethics pedagogical framework. We then provide an example of a field philosophy course designed around an environmental pedagogy of care to demonstrate the transformative potential of this approach to experiential environmental humanities learning.