Abstract
The article attempts to introduce major contemporary environmentally oriented philosophical and pedagogical achievements; shortly reviews problems (experienced within these areas) that include cognitive incompatibility between modern science and the essentially contextual character of the environment. Current practical solutions involve combination of different discourses (and application of language game theories); they do no attempt to intervene in the ontological character of modern knowledge.
Critical curricula based on deconstruction of dominant social frames are frequently emphasised as a way out of this situation; on the other hand, transformation of the epistemological field is also demanded. Despite evident (and perhaps necessary) uncertainties, a specific “added value” appearing as an environmental interdependence should be introduced into educational contents, goals and methods related to the environment.