Traditional science education has largely been discipline-centred, often overlooking the significant influences of sociology, economics, and politics on the natural sciences. This paper examines the philosophical underpinnings of environmental education, highlighting how the modern scientific framework contributes to the ongoing environmental crisis. By advocating for a multidisciplinary approach, the study argues that understanding the interconnectedness of environmental issues is crucial for developing sustainable, long-term solutions. The paper explores the implications of this multidisciplinary perspective for revising teacher training, curriculum design, pedagogical methods, and evaluation strategies within environmental education. Ultimately, it positions these educational reforms as a manifesto for critical behavioural change, essential for addressing the environmental crisis and ensuring the survival of human civilization.