In this article, the author proposes Green English be thought of as a nondisciplinary approach located in the edge between disciplines, one that offers teachers and students opportunities for personal, social, political, and conceptual learning. For, just as diversity increases survival in nature, getting students to "read, interpret, and criticize texts in a wide range of modes, genres and media" allows them to "develop better intellectual equipment for the lives they are actually living and will continue to live." The author loosely groups her Green English instruction into four themes, or precepts: (1) go outside; (2) bring outside in; (3) talk; and (4) cultivate diversity. She describes principles and teaching suggestions for engaging students in substantial interdisciplinary and nondisciplinary environmental inquiry. (Contains 2 figures and 2 notes.)