The teaching of life sciences is a cultural goal, and promoting extensive biological education is an ethical imperative. In this work, the aim is to identify and examine certain fundamental philosophical – anthropological dimensions of the life sciences, as well as their pedagogical and instructional approach, with a focus on the concepts of biophilia and biophobia.

In this context, the bioethical perspective of Darwinian assumptions regarding common descent and the uniqueness of living beings is considered alongside the pedagogical view of the moral principle of reverence (Ehrfurcht) towards the living world. Education towards biophilia, coexistence with nature, and connecting the child's experience with bio-scientific knowledge are, on the one hand, decisive anthropological dimensions of the pedagogy of life sciences, and on the other hand, fundamental prerequisites for the pedagogical effectiveness of biological, bioethical, environmental, and theoretical courses, as demonstrated by the use of literature in this work.