This chapter dwells with un/learning as a relational, recursive, and disorienting process—one that unfolds not through clarity but through uncertainty, sensation, critical consciousness, and self-reflection. Inviting educators to navigate education as a fog-laden landscape, the Western Current foregrounds un/learning as an act of wayfinding that resists linear paths, fixed identities, and performative certainty. Drawing on the metaphor of the slash in un/learning, the chapter highlights the creative tensions and pedagogical hesitation that arise in the spaces between knowing and not-knowing, control and vulnerability. Story-listening becomes a key companion on this journey: an ecological, cultural, and collaborative practice that listens with rivers, places, discomfort, memory, and joy. Through personal narratives, classroom encounters, and reflections from community-based education, the chapter affirms un/learning as an embodied and playful reorientation—one that is always unfinished and relationally accountable. Rather than mapping new routes, the Western Current encourages educators to sense, revisit, and wonder ways of being with several not-only-human educational agents with attentiveness, humility, and curiosity, trusting that other ways of listening and becoming are always within reach.