This chapter addresses the need for twenty-first century higher education to decide whether it should continue educating within the paradigm of modern science, with its consequences in the Anthropocene, or whether it should shift toward alternative epistemological paradigms that promote a new civilization centered on the care of life. The chapter suggests using the Earth Charter as a pedagogical tool to reflect on approaches outside modern science, aiming to imagine and create a “bio-civilization” that prioritizes life. The underlying hypothesis is that a civilizational change requires a shift in the scientific paradigm, as modern science is viewed as necrophilic. In this regard, university education plays a crucial role in challenging this framework to create a new bio-philic paradigm. The chapter presents teaching experiences from the University of Costa Rica within the framework of humanistic education, aimed at provoking students to critically reflect on their role in transforming toward a more sustainable and just future. The pedagogical strategy focuses on encouraging students to reflect on the type of science they want to promote: one that perpetuates exploitative relationships or one that fosters alternative coexistence. The proposal is structured around discussion themes, and the chapter concludes by summarizing the suggested teaching approach.