Pedagogical theory and the design of curriculum need to be human-centred in that it is humans and their development at the center of education. However, these education practices must be situated in a decidedly human decentered framework.
Only from a deep understanding of the interconnectedness of life, objects and systems on Earth can education begin to contribute to the evolution of consciousness that progresses beyond the anthropocentric.
If we hope to transition to more truly sustainable cultures, it is the cultivation of more integrated ways of being in the world that education must be charged.
This is a continuation of the decentering work of Copernicus and Galileo. It begins with an awakening to the myth of the separate self.
See Article Two for more on the purpose of education and Article Four on Systems Thinking.