The Imperative Transition: From Anthropocentric Collapse to the Biocentric Educational Paradigm in the Context of the Climate Crisis

Abstract

The contemporary climate crisis can be interpreted not only as an environmental
phenomenon but as the expression of a saturated epistemological paradigm. This
article argues that the persistence of the anthropocentric paradigm in modern
education constitutes a structural driver of the global ecological crisis. Through
qualitative theoretical-conceptual research based on interdisciplinary hermeneutic
analysis, the study reconstructs the historical evolution of epistemological matrices—
theocentrism, anthropocentrism, and biocentrism—demonstrating how the current
educational model reproduces the logic of the human-nature divide. It is argued that
biocentrism, understood as an ontology of interdependence and life as an intrinsic
value, provides the structural foundation for a new educational paradigm capable of
responding to contemporary complexity. The study concludes that an educational
transition is not optional, but a fundamental condition for civilizational sustainability