This study examines the concepts of self-realisation and the ecological self in Arne Naess's ecosophy, which considers the manner in which human inherent potentialities are realised in educational practices. This article first elucidates the meaning of the concepts of self-realisation and the ecological self according to Naess's work. Second, the manner of developing the ecological self is discussed by drawing on Buddhist concepts, specifically the advice in the Diamond Sutra. Third, the means of achieving self-realisation is further considered from the view of the Chinese philosophy of Taoism. Both of these Eastern philosophies posit that a clear and peaceful mind can realise the inherent potentialities of the self. With the rapid development of science and technology, education has been unconsciously jeopardised by instrumentalism and consumerism. This has endangered the constitution of modern subjectivity, and engendered an alienated relationship with nature. This article concludes with some thoughts related to this crisis. I conceive of an educational engagement for self-realisation, and argue that a bridge from self-centred to self-realisation is necessary in education. [ABSTRACT FROM PUBLISHER]; Copyright of Educational Philosophy & Theory is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)