This paper explores "relationships with others" in outdoor environmental education through a search for a pedagogy of attunement, which we propose is a relational-responsive pedagogy. We have primarily drawn from Martin Buber's philosophy of dialogue and its pedagogical significance. Buber offers insights into articulating the presence of "I" in relation to "other" that makes valuable contributions and provides new meanings to outdoor environmental education. The authors integrate Buber's view of relationship with the work of other educators, particularly David Jardine and Parker Palmer. Within the contemporary backdrop of modernity and the associated disconnection and fragmentation akin to a "shattered rainbow" we seek out relationships with others. It is the nature of relationship we explore and provide interpretations of "I", "self" and "other" drawn from these theoretical and philosophical dimensions. This is not a performative endeavour or a how to manual for a relational-responsive pedagogy. It is a twofold exploration for the educator that involves both a personal endeavour of self, a "self-in-relation" along with a self-in-relation with other. Where the lines of relation meet between the educator, the student and the natural world and how they are discerned by the educator we posit is the work of attunement. Ultimately this paper wants to suggest that a relational-responsive pedagogy called attunement fosters encounters that enable our students to witness and experience fulfilled human lives that can contribute to healthy and sustainable relationships and communities.