The development of capitalism and then science over the last 500 years or so has produced a very specific way of organising the relations between humans and the rest of nature. Both depend on excluding—and “cheapening”—women, nature, and complexity. This chapter argues that surviving the crisis of the Anthropocene requires us to do the very difficult work of bringing these excluded categories back in to science and science education, at the conceptual level at which they are excluded. The case is made for deconstruction as a framework for envisaging—and resurrecting—science education for the Anthropocene. Drawing on the work of Luce Irigaray, the chapter outlines a pedagogy involving a three-level, deconstructive reading of science texts that is designed to open spaces for thinking “other”-wise. It argues that, in the current context, unlike business-as-usual science education, this approach is genuinely “educative.”