Traditional science education has largely been discipline-centred, often overlooking the significant influence of sociology, economics, and politics on the natural sciences. This limitation hampers the development of effective, long-term solutions to complex environmental problems. This paper critically examines the philosophical roots of the contemporary environmental crisis, highlighting how the prevailing framework of modern science contributes to ongoing ecological challenges. By advocating for a multidisciplinary approach to environmental education, the study underscores the necessity of integrating diverse fields of knowledge to foster a comprehensive understanding of environmental issues. It further discusses the implications of this multidisciplinary perspective for teacher training, curriculum design, pedagogical approaches, and assessment methods in environmental education. The paper argues that such educational reform is essential for driving the profound behavioral changes needed to address the environmental crisis. Ultimately, it presents these prospects as an environmentalist manifesto, emphasizing that the survival of human civilization hinges on our ability to reorient education toward sustainability and systemic thinking.