In outdoor education discourse the notion of relation is often employed to convey basic connections between humanity and nature as human-nature relationships, yet the sense of relation itself is rarely questioned. Drawing on the work of Peirce and Dewey, I explore the ramifications of a more nuanced understanding of relation, specifically how relation works with and within differing senses of unity. These ramifications have consequences for how we understand human-nature relationships, which I argue are better conveyed in terms of culture-place. The various forms of unity described by Peirce inform more nuanced understandings of culture-place as cultureplace, with implications for the notion of transculturality. My specific concern with outdoor education then enables me to show how cultureplace and culture-place may be considered to have relevance pedagogically, especially in relation to dealing with cultural and environmental crises.