Abstract Human activity has driven planet Earth to the brink of ecological collapse, prompting discourses such as planetary boundary (PB) thinking that seek to define thresholds for sustainable living. While PB provides a powerful framework for policy and risk analysis, it is limited by its earth-centric and anthropocentric orientation, technocratic rigidity and tendency to induce eco-anxiety. Moreover, its alignment with global development agendas risks sidelining justice, creativity and Indigenous Knowledge. This article critiques PB thinking and explores an alternative orientation: solar ethics. Drawing on Don Cupitt’s (1995) metaphor of the Sun as a symbol of unconditional giving and Peters and Hung’s (2009) notion of “solar systemism,” solar ethics re-centres the Sun in ecological thought, fostering generosity, humility and cosmic consciousness. It resonates with African philosophies of ubuntu and ukama , which emphasise intra-action and relational becoming, and with Indigenous cosmologies that regard the Sun as a vital relational presence. Solar ethics opens possibilities for education that are life-affirming, imaginative and resistant to neoliberal metrics. Practical applications include curriculum design, outdoor learning, creative expression and community projects. By situating education within solar ethics, this article envisions a transformative pedagogy that nurtures ecological justice, relational flourishing and planetary care in times of systemic crisis.
Lesley Le Grange (Wed,) studied this question.