This is a conversation with my home garden and a narrative of myself as a gardener striving to maneuver the familiar, insensitive illusion of totality conveyed in the phrase 'my garden'. Arguing for a critique of anthropocentrism, individualism, and modern knowledge-making practices that reinforce subjectivities of detachment and human-centered exceptionality, this work draws from Bruno Latour's development of a politics and science for 'coming down to Earth' in order to advocate for a conception of learning that could move the human position toward Latour's notion of the Earthbound and foster terrestrial kinship. While the divergent rhythms of the garden make the emerging subject tangible, they also hint at worlds beyond the human. Dwelling with these unfamiliar rhythms and 'learning with' them involves instances where the knowable 'I' momentarily becomes dis-/re-placed. By probing learning through the limits of relationality and conventional knowing, this article contributes to ongoing re-theorizations of the place of humans among others within environmental education research. It invites educators to consider how embracing the limits of human knowing and attuning to the diverse rhythms of the land might be put into practice, for example, through school gardens, to foster learning that brings us closer to Earth.