<p>This article identifies and analyzes three fundamental principles that structure anthropocentric theories of education. The first principle positions the human as the primary agent of educational activity; the second principle organizes the logic of change around the normative visions of humanity; the third principle treats education as a distinct, internal field of inquiry. Together, these principles structure prevailing conceptions of education and its modes of inquiry. Drawing on posthumanism and new materialism, I argue that while the first and second principles are increasingly subject to critique, the third remains largely unquestionable. As a result, anthropocentric assumptions persist—even within critical or posthumanist pedagogies. I contend that overcoming anthropocentrism requires challenging not only specific assumptions about the human but also the very framework through which we theorize education. What is needed is a more situated and ecologically responsive theory—one that accounts for the material and more-than-human consequences of educational practice and that understands education as a process that affects not only people but also the world itself.</p>