The paper offers three examples of passionate immersion with strange objects and working with peculiar multispecies assemblages, such as the assemblage of a dove called Romeo and the technology to humidify a greenhouse called ‘Princess’, or the experiment of orienteering in forests for years, accounting for slips, scratches and tumbles as being taught by the forest — and prioritising these over the more commonplace educational narratives. The paper is structured in a nonconventional way in that most space is reserved for reports from these ongoing inquiries. The authors will each discuss how they situate themselves in relation to strangeness in research and how they proceed methodologically, locating their approaches as postqualitative. The questions each example addresses are: What is a strange object? How do we come across them? What do we begin to do/produce with them? The additive orientation described in the research stories is proposed to be an important constituent for new survival knowledge especially relevant for environmental education, addressing environmental problems as wicked, and demanding approaches that reach beyond methodological divides.

这篇论文提供了三个充满激情地沉浸在奇怪物体上的例子，以及与特殊的多物种组合一起工作的例子，例如一只名为罗密欧的鸽子的组合和为名为“公主”的温室加湿的技术，或多年来在森林中进行定向运动的实验。为森林所教导的滑倒、划伤和翻滚——并将这些优先于更常见的教育叙述。这篇论文的结构非常规，大部分空间都是为这些正在进行的调查报告而保留的。作者将各自讨论他们如何将自己定位于研究中的陌生性，以及他们如何在方法论上进行，将他们的方法定位为后定性。每个示例解决的问题是：什么是奇怪的物体？我们如何遇到它们？我们开始用它们做什么/生产什么？研究故事中描述的加法取向被认为是新生存知识的重要组成部分，特别是与环境教育相关，将环境问题视为邪恶的，以及超越方法论鸿沟的苛刻方法。