Abstract
Within this chapter, we conceptualize education for sustainability (EfS) as a wicked, socio-ecological problem that requires the implementation of a radical pedagogical perspective if it is to be addressed in a systemic and sustainable manner. The consideration of EfS through a complex, socio-ecological lens prompts a consideration from multiple perspectives that we articulate here as opposing sides of an epistemological abyss (or two-culture valley)-where rational, objective thinking (scientific reasoning) needs to interact with more personal, subjective knowledge structures. This allows us to approach key threshold concepts related to EfS that we identify as 'virtue ethics', 'wicked problems' and 'academic literacy'. Through the analogy of exploring unfamiliar terrain, we consider the importance of pedagogy as a foundational idea in the construction of interdisciplinary approaches to EfS in the classroom and the necessity of teachers acting as well-equipped guides who are familiar with both sides of the epistemological abyss.