Can "on-line" 'place-based learning' be more than a facsimile or ritual? Using a phenomenology of my pandemic practice, I investigate the meaning of 'place-based learning:' entertaining Aristotle's seminal thought on place as a container to venture into contemporary phenomenological inquiries where places and things are not only conceptually implicated by each other, but immanent and potentially powerful elements in learning experiences. Bonnett's (2021) "ecologizing" of education shows that authentic forms must be embodied and emplaced in order to open learners to the more "in situ," deeply-contextualized and yet 'transcendental' and 'ecstatic' reception of the more-than-human realm of nature (as what comes-forth, "phusis"). But this Heideggerian narrative with which I resonate poses challenges for students and place-based educators. Wittgenstein's philosophical approach, itself modelled on place-based investigation of language (our 'home city'), draws me back from metaphysical inclinations to dwell constructively on ordinary discourses rooted in educational practices.