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.