| Summary: | While modern mainstream education is considered as the only way of learning by many in the world, the problem of the system has been well established. At the same time, the inseparable connection between education and planetary health is increasingly coming to the limelight in the contemporary world. Mainstream pedagogy – rooted in Eurocentric paradigms of science, knowledge and culture – systematically marginalized better effective ways of learning. This excludes other forms of pedagogical approaches from Asia, Africa, the Americas (Abya Yala) and many other ancient civilizations as 'unscientific', 'primitive' or 'unqualified' of institutional recognition, perpetuating a monoculture of the mind. On that basis, an open-ended research process that aimed to critically engage and examine ancient pedagogical approaches to learning in ancient civilizations was established. While so doing, this article not only calls for the decolonization of modern mainstream education that is implemented in the majority of countries across the globe but it also points towards reintroducing epistemologies that are destroyed, ignored, and marginalized. By centring marginalized pedagogies, there is a possibility to envision an education system that honours cognitive diversity, bridges the rift between humans and nature, and fosters truly collaborative futures.
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