From its inception, environmental education (EE) has shouldered the imposition of impartiality on its methods and practices. Considering the reality of global climate change, the author urges the adoption of the more accurate theory of humans' relation to the natural world. This theory necessitates partiality toward healthy, functioning natural systems and an acknowledgement of the evolutionary aspects of humans' relation with nature. Such an adoption would enable EE to operate under a new worldview requiring partiality toward egalitarian social and ecological principles.