The world is willed and wild, as are human contributions to it. Scientific and artistic practices are imbued with both dimensions in somewhat different ways. A dominant trend in the evolution of science has been to resist the wildness inherent in human and natural processes. But assuming things are or should be orderly is a hopeless and destructive premise. It often leads to increasingly forceful attempts to control, followed by ever wilder side effects. Science education is destined to serve destructive ends until its practitioners better understand and interrogate the relationship between these two very different, yet complementary, aspects of scientific knowledge and practice. On the other hand, some art forms invite a more integrated experience, appreciation and participation. As such, art holds important ontological, epistemological and ethical lessons for sustainable science education. This chapter explores how dialogue with art can help science educators uncover some of these lessons and foster more graceful complementarity between our will for order and our response to chaos.