"Homo sapiens" have become mostly disconnected from their ancestral connection with natural processes. One significant contributor to this disconnect is the recent advent of chronic screen usage included in elementary and secondary schools. This often passive interaction with a flat screen, two dimensional world, based on inflexible coded algorithms, lies in contrast with embodied experience in a three dimensional, dynamic and fluid natural world. The resulting distorted ontology may push students who are chronic screen users even further away from an ecophilic, healthy relationship with natural processes.