The myth of Psyche and Eros is startling in its relevance for the existential and ecological crises facing humanity today. Taking up the images therein, this article explores possible ways that science education can address the epistemological roots of environmental destruction, especially through the practice of Goethean observation. Calling on Levinas’s concept of the face of the other, an ethics of responsibility is shown to be an inherent manifestation of an epistemological shift toward a conscious participation in and with nature that a Goethean approach engenders. If Psyche has become, to use Levinas’s language, a stranger, a widow, and an orphan, via the modern scientific worldview, becoming aware of this worldview is an important part of science education and of teacher education programs. The article closes by identifying the preconditions that are necessary for a new ethical relationship with nature and considers contributions from the field of contemplative inquiry that can support this relationship in teacher education.

Psyche 和 Eros 的神话与当今人类面临的生存和生态危机的相关性令人吃惊。本文利用其中的图像，探讨了科学教育可以解决环境破坏的认识论根源的可能方式，特别是通过歌德观察的实践。引用列维纳斯关于他人面孔的概念，责任伦理学被证明是认识论转变的内在表现，这种转变是歌德式的方法所产生的有意识地参与自然并与自然一起参与。如果用列维纳斯的语言来说，普赛克已经变成了陌生人、寡妇和孤儿，通过现代科学世界观，了解这种世界观是科学教育和教师教育计划的重要组成部分。