This article takes Vandenberg's critique of Ream and Ream's view on the Deweyan learning environment as a departing point to explore the educational meaning of place. The divergence between Vandenberg and the Reams reminds us that the place is not merely a physical site for learners to be located in but also a horizon to be engaged with. Vandenberg and the Reams provide readers with inspirational understandings of Dewey in different aspects. Yet they both seem to give little attention to the point implied in Dewey's view that learning is a process of existential--embodied and affective--engaging with the place. Drawing on the philosophy of Merleau-Ponty, this article aims to retrieve and to highlight the significance of existential engagement of place as an element in the Deweyan process of learning.