In this paper, I discuss issues concerning the understanding of the world that pedagogical practices of visual art and technology raise. The intent is to challenge interpretations that experiences of visual art and mediated technology can promote a sense of inseparability between concepts of human and more-than-human awareness. The praxis of environmental education encourages an understanding of oneself as nature instead of separate, apart, in control and therefore able to exploit materials of the land. The praxis of outdoor education emphasises that knowing becomes embodied through action. I argue that neither the practices of visual artists nor the unquestioned use of technology in the field of outdoor education promotes a sense of oneness with the land. This paper begins by discussing one of Ghandi's strategies for social reform and then relates Morris Berman's ideas on creativity to the product and processes associated with visual art and technology education. The conclusion draws upon ways craft-making can encourage environmental well-being through the "inseparability" of the mind/body, aesthetic/function perception of the world.