Since WW2, degradation of our global natural systems has been on the increase. Much of this degradation has been communicated to the general public via mainstream media and yet human behaviours do not seem to have changed significantly as a result. It is argued in this paper that the manner in which our brains and minds work, in particular in regard to the "neuroplasticity" of the brain's pathways, may contribute to this lack of changed behaviour. Current research on neuroplasticity and more generally neuroconstructivism is examined. It is then postulated that we can take advantage of what might appear to be a limitation of neurobiology by a/ helping the developing mind create meta-values such as "having a positive regard towards natural systems" that would then be defended by the adult brain and b/ applying the concept of embodiment during instruction. This paper will provide a growth sequence for lifelong ecological consciousness that incorporates the manifestations of neurobiology as well as current research involving nature-embedded, embodied experience. This growth sequence will provide educators at all levels (i.e. lifelong) with an enriched framework that will assist the learner at various stages of life in becoming a more ecologically discerning global citizen. The implication for educators is that we need to understand how each stage of life (i.e. early childhood to adult) is interdependent on preceding stages and interconnected with all stages as opposed to focussing only on individual stages of cognitive development. (Contains 1 figure.)