Unprecedented challenges and complexities of the Anthropocene demand consideration of appropriate methods for understanding natural and social transitions affecting our planet and devising possible solutions and adaptations. The challenges include new educational models addressing those complexities and uncertainties to avoid “blackening our picture of the world and darkening our idea of existence.” Education seeks to develop skills to understand and communicate effectively, making sense of the world. Enlightenment ideals remain relevant, promoting egalitarian education that fosters reason, freedom, and ethical responsibility, cultivating well-rounded and informed citizens. While Enlightenment history has promoted progress, not without setbacks, its strengths still inspire a new revolution of the educational system based on critical thinking and personal empathy. Education should cultivate the ability to understand, communicate, care about and teach epistemologically monitored science. This essay examines scientific knowledge’s epistemological and sociological limits, advocating for an ontological and epistemological systemism that promotes supradisciplinary collaboration and respectful dialogue. However, applying a systemic approach to knowledge creation and practising supradiscipline would require extended educational periods before and concurrent with working life. We reflect on the need for an educational revolution that equips citizens to navigate complexity, fostering reliable knowledge and informed decision-making during the current Planetary-Scale Anthropogenic Change.