Abstract The recent more-than-human turn has increased interest in writing about relations between humans and other animals. In addition, scholars have called for a need to complement the animal turn with a turn to microbes. Microbes entangle all life in relations and participate in processes of living and dying, but thus far, they have been largely absent in environmental education research. This article attempts to think with microbes in environmental education by zooming into the phenomenon of ‘moldschools’ in Finland. Employing the concept of agencement, the article first explores how school buildings, toxic molds, and humans have effectuated each other and introduces the idea of indoor climate crisis. Then the article explores the complexity of everyday life in one moldschool, asking, how was the school becoming felt and practiced differently by children and teachers in relation to material-discursive mold. Finally, the article asks what moldschools might teach us or ask from us in terms of environmental education and ethics. The notion of schools as always already more-than-human agencements is offered to make space for hesitation and curiosity on various scales of connection.

中文翻译：

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如果学校一直都是充满活力的超越人类的机构怎么办？模棱两可的环境教育问题

摘要 最近的超越人类的转变增加了人们对写作人类与其他动物之间关系的兴趣。此外，学者们呼吁需要用转向微生物来补充动物转向。微生物将所有生命联系在一起并参与生死过程，但迄今为止，它们在环境教育研究中基本上不存在。本文试图通过放大芬兰的“模具学校”现象来思考环境教育中的微生物。文章运用代理的概念，首先探讨了学校建筑、有毒霉菌和人类是如何相互影响的，并介绍了室内气候危机的概念。然后文章探讨了一所模具学校日常生活的复杂性，询问​​，儿童和教师如何对学校的材料-话语模式产生不同的感受和实践。最后，文章询问模具学校在环境教育和道德方面可能教给我们什么或向我们询问什么。学校的概念一如既往地已经超越了人类的机构，为各种联系范围内的犹豫和好奇心提供了空间。