This chapter articulates a case for the notion of cosmopedagogies in the domain of art education. The notion of cosmos is developed by Isabelle Stengers in her ‘Cosmopolitical Proposal’ and refers to the ‘unknown constituted by divergent worlds and the articulations of which they may be possible’. Cosmopedagogy is proposed as a pedagogical approach to inform the pedagogical problematics of responding effectively to the different and divergent ecologies of learning practices and their potentialities. The chapter proceeds to unpack such an approach to pedagogic work through a number of scenes. The first draws upon the work of Etienne Souriau, principally his notions of ‘instauring cosmicities’ and the ‘work-to-be-made’. The second considers the notions of ‘geophilosophy’, ‘earth’ and ‘world’ as developed by Gilles Deleuze and Felix Guattari. The final scene advocates the notions of cosmopedagogies and pluriverse to approach a pedagogical world of divergent practices. It raises both political and ethical issues for pedagogic work in terms of how pedagogical subjects, their practices and potentials, are constituted. The notion of cosmos in cosmopedagogies requires a concern for the plurality and diversity of practices and their respective adventures, thereby trying to avoid capture by established modes and criteria of practice.