This article argues for the urgent reorientation of Adult Learning and Education (ALE) from its dominant anthropocentric paradigm toward an ecocentric foundation. Adopting a critical and interdisciplinary approach, it engages with UNESCO global reports and prominent scholars from ALE and other fields of knowledge that highlight the need for fundamental shifts in educational paradigms. Drawing on environmental philosophy, decolonial thought, and ecological epistemologies, it interrogates the ontological and epistemological assumptions underpinning contemporary sociocultural and educational frameworks. Central to this discussion is the role of contemplative knowledge as a pathway to overcome disconnection, with attention to its assumptions, pedagogical approaches, and capacity to foster relational, embodied, and ecological awareness. The findings reveal emergent alternatives prioritising epistemic diversity, planetary well-being, and sustainability. By integrating contemplative practices with critical ecocentric perspectives, the article advocates a profound reimagining of ALE – one that transcends human exceptionalism, nurtures interconnectedness, and supports justice-oriented, sustainable, and resilient educational futures.
Albertina Oliveira (2026) studied this question.